Organization: Pearson Education
Product Name: Interactive Science G6-8 NGSS
Product Version: v1.0
Source: IMS Online Validator
Profile: 1.2.0
Identifier: realize-4eb1ba39-4a14-3009-86ef-281339f300d0
Timestamp: Wednesday, February 6, 2019 10:42 AM EST
Status: VALID!
Conformant: true
----- VALID! -----
Resource Validation Results
The document is valid.
----- VALID! -----
Schema Location Results
Schema locations are valid.
----- VALID! -----
Schema Validation Results
The document is valid.
----- VALID! -----
Schematron Validation Results
The document is valid.
Curriculum Standards:
Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions. - PE-MS-ESS2-5
Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. - PE-MS-ESS2-6
Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions. - PE-MS-ESS2-3
Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity. - PE-MS-ESS2-4
Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process. - PE-MS-ESS2-1
Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. - PE-MS-ESS2-2
Develop models to describe the atomic composition of simple molecules and extended structures. - PE-MS-PS1-1
Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system. - PE-MS-PS3-2
Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. - PE-MS-PS1-4
Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. - PE-MS-PS1-5
Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. - PE-MS-PS3-3
Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. - PE-MS-PS1-2
Gather and make sense of information to describe that synthetic materials come from natural resources and impact society. - PE-MS-PS1-3
Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object. - PE-MS-PS3-1
Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. - PE-MS-ESS1-1
Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample. - PE-MS-PS3-4
Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. - PE-MS-PS3-5
Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. - MS-LS1-8
Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. - MS-LS1-7
Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. - MS-LS1-6
Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. - MS-LS1-5
Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. - MS-LS1-4
Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation. - MS-LS3-2
Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. - MS-LS3-1
Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. - MS-LS1-3
Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. - MS-LS1-2
Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. - MS-LS1-1
Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems. - PE-MS-ESS3-4
Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. - PE-MS-ESS3-5
Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history. - PE-MS-ESS1-4
Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects. - PE-MS-ESS3-2
Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment. - PE-MS-ESS3-3
Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. - PE-MS-ESS1-2
Analyze and interpret data to determine scale properties of objects in the solar system. - PE-MS-ESS1-3
Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. - PE-MS-ESS3-1
Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave. - PE-MS-PS4-1
Ask questions about data to determine the factors that affect the strength of electric and magnetic forces. - PE-MS-PS2-3
Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. - PE-MS-PS4-2
Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects. - PE-MS-PS2-4
Apply Newton's Third Law to design a solution to a problem involving the motion of two colliding objects. - PE-MS-PS2-1
Plan an investigation to provide evidence that the change in an object's motion depends on the sum of the forces on the object and the mass of the object. - PE-MS-PS2-2
Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. - PE-MS-PS2-5
Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time. - MS-LS4-6
Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. - MS-LS4-5
Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment. - MS-LS4-4
Evaluate competing design solutions for maintaining biodiversity and ecosystem services. - MS-LS2-5
Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. - MS-LS4-3
Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. - MS-LS2-4
Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. - MS-LS4-2
Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. - MS-LS2-3
Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. - MS-LS4-1
Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. - MS-LS2-2
Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. - MS-LS2-1
List of all Files Validated:
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Title: Interactive Science G6-8 NGSS 2016 Custom
Description: All elementary science content
Interactive Science Active eBook on Dash
STEMQuest, STEM, and Program Resources
STEMQuests
Construction Without Destruction
Construction Without Destruction Quest Kick-Off
Construction Without Destruction Quest Rubric
Construction Without Destruction Quest Checklist
Make Your Construction Case Quest Check
Protect the Plants Quest Check
The Mating Game Quest Check
Reflect on Your Basketball Court Plans Quest Findings
Design to Stop a Thief
Design to Stop a Thief Quest Kick-Off
Design to Stop a Thief Rubric
Design to Stop a Thief Checklist
Light Behavior Quest Check
Light Interacting with Matter Quest Check Lab
Make Light Go Where You Want It Quest Check Lab
Optical Demonstration Quest Check
Reflect on Your Demonstration Quest Findings
Funky Fruit
Funky Fruit Quest Kick-Off
Funky Fruit Quest Rubric
Funky Fruit Quest Checklist
About Those Chromosomes Quest Check
All in the Numbers Quest Check Lab
An Apple Lesson Quest Check
Reflect on Funky Fruits Quest Findings
Hot and Cool Chemistry
Hot and Cool Chemistry Quest Kick-Off
Hot and Cool Chemistry Rubric
Hot and Cool Chemistry Checklist
Design Your Pack Quest Check
Energy Salts Quest Check Lab
Heat It Up or Ice It Down Quest Check Lab
Pack Building Quest Check Lab
Reflect on Your Pack Quest Findings
Keep Hot Liquids Hot
Keep Hot Liquids Hot Quest Kick-Off
Keep Hot Liquids Hot Quest Rubric
Keep Hot Liquids Hot Quest Checklist
Contain the Heat Quest Check
Keep the Cold Out Quest Check Lab
Keep the Heat In Quest Check Lab
Reflect on Your Insulating Container Quest Findings
Peak Performance Plan
Peak Performance Plan Quest Kick-Off
Peak Performance Plan Quest Rubric
Peak Performance Plan Quest Checklist
Heart Beat, Health Beat Quest Check Lab
Training Systems Quest Check
Training Table Quest Check
Why Practice Makes Perfect Quest Check
Reflect on Peak Performance Plan Quest Findings
Searching for a Star
Searching for a Star Quest Kick-Off
Searching for a Star Quest Rubric
Searching for a Star Quest Checklist
Anybody Out There? Quest Check
Searching for the Unseen Quest Check
Space Invaders Quest Check
Reflect on Searching for a Star Quest Findings
Shrinking Your Carbon Footprint
Shrinking Your Carbon Footprint Quest Kick-Off
Shrinking Your Carbon Footprint Quest Rubric
Shrinking Your Carbon Footprint Quest Checklist
Energy Savings at School Quest Check Lab
Footprint Steps Quest Check
Make a Difference Quest Check
Reflect on Shrinking Your Carbon Footprint Quest Findings
The Big Fossil Hunt
The Big Fossil Hunt Quest Kick-Off
The Big Fossil Hunt Rubric
The Big Fossil Hunt Checklist
A Matter of Time Quest Check Lab
Clues in the Rock Layers Quest Check
Fossils Around the World Quest Check
Time to Choose the Dig Site Quest Check
Time for Reflection Quest Findings
To Cross or Not to Cross
To Cross or Not to Cross Quest Kick-Off
To Cross or Not to Cross Quest Rubric
To Cross or Not to Cross Quest Checklist
Design an Animal Crossing Quest Check Lab
Research the Effects of Highways and Crossings Quest Check
The Community Speaks Quest Check
Reflect on Your Animal Crossing Design Quest Findings
To Hike or Not to Hike
To Hike or Not to Hike Quest Kick-Off
To Hike or Not to Hike Rubric
To Hike or Not to Hike Checklist
Patterns in the Cascade Range Quest Check Lab
Signs of Eruption? Quest Check Lab
Monitoring a Volcano Quest Activity Sheet
Monitoring a Volcano Quest Check
Mount Rainier's Threat Quest Check
Reflect on Mount Rainier's Safety Quest Findings
Performance Expectations Activities
Space Systems
Space Systems PE-MS-ESS1-1 Performance Expectation Activity
Space Systems PE-MS-ESS1-2 Performance Expectation Activity
Space Systems PE-MS-ESS1-3 Performance Expectation Activity
Growth, Development, and Reproduction of Organisms
Growth, Development, and Reproductions of Organisms PE-MS-LS4-5 PEA
Growth, Development, and Reproductions of Organisms PE-MS-LS1-5 PEA
Growth, Development, and Reproductions of Organisms PE-MS-LS3-1 PEA
Growth, Development, and Reproductions of Organisms PE-MS-LS3-2 PEA
Growth, Development, and Reproductions of Organisms PE-MS-LS1-4 PEA
Matter and Energy in Organisms and Ecosystems
Matter and Energy in Organisms and Ecosystems PE-MS-LS1-6 PEA
Matter and Energy in Organisms and Ecosystems PE-MS-LS1-7 PEA
Matter and Energy in Organisms and Ecosystems PE-MS-LS2-1 Performance Expectation Activity
Matter and Energy in Organisms and Ecosystems PE-MS-LS2-3 Performance Expectation Activity
Matter and Energy in Organisms and Ecosystems PE-MS-LS2-4 Performance Expectation Activity
Matter and Energy in Organisms and Ecosystems PE-MS-LS2-2 Performance Expectation Activity
Structure, Function, and Information Processing
Structure, Function, and Information Processing PE-MS-LS1-3 PEA
Structure, Function, and Information Processing PE-MS-LS1-8 PEA
Structure, Function, and Information Processing PE-MS-LS1-1 PEA
Structure, Function, and Information Processing PE-MS-LS1-2 PEA
Natural Selection and Adaptations
Natural Selection and Adaptations PE-MS-LS4-1 PEA
Natural Selection and Adaptations PE-MS-LS4-2 PEA
Natural Selection and Adaptations PE-MS-LS4-3 PEA
Natural Selection and Adaptations PE-MS-LS4-4 PEA
Natural Selection and Adaptations PE-MS-LS4-6 PEA
History of Earth
History of Earth PE-MS-ESS2-3 Performance Expectation Activity
History of Earth PE-MS-ESS1-4 Performance Expectation Activity
History of Earth PE-MS-ESS2-2 Performance Expectation Activity
Earth's Systems
Earth's Systems PE-MS-ESS2-1 Performance Expectation Activity
Earth's Systems PE-MS-ESS3-1 Performance Expectation Activity
Earth's Systems PE-MS-ESS2-4 Performance Expectation Activity
Human Impacts
Human Impacts PE-MS-ESS3-2 Performance Expectation Activity
Human Impacts PE-MS-ESS3-3 Performance Expectation Activity
Human Impacts PE-MS-ESS3-4 Performance Expectation Activity
Interdependent Relationships in Ecosystems
Interdependent Relationships in Ecosystems PE-MS-LS2-5 Performance Expectation Activity
Forces and Interactions
Forces and Interactions PE-MS-PS2-1 Performance Expectation Activity
Forces and Interactions PE-MS-PS2-2 Performance Expectation Activity
Forces and Interactions PE-MS-PS2-3 Performance Expectation Activity
Forces and Interactions PE-MS-PS2-4 Performance Expectation Activity
Forces and Interactions PE-MS-PS2-5 Performance Expectation Activity
Energy
Energy PE-MS-PS3-1 Performance Expectation Activity
Energy PE-MS-PS3-2 Performance Expectation Activity
Energy PE-MS-PS3-3 Performance Expectation Activity
Energy PE-MS-PS3-4 Performance Expectation Activity
Energy PE-MS-PS3-5 Performance Expectation Activity
Structure and Properties of Matter
Structure, Function, and Information Processing PE-MS-LS1-1 PEA
Structure, Function, and Information Processing PE-MS-LS1-2 PEA
Structure and Properties of Matter PE-MS-PS1-1 PEA
Structure and Properties of Matter PE-MS-PS1-3 PEA
Structure and Properties of Matter PE-MS-PS1-4 PEA
Structure and Properties of Matter PE-MS-PS1-6 PEA
Chemical Reactions
Chemical Reactions PE-MS-PS1-2 Performance Expectation Activity
Chemical Reactions PE-MS-PS1-5 Performance Expectation Activity
Waves and Electromagnetic Radiation
Waves and Electromagnetic Radiation PE-MS-PS4-1 PEA
Waves and Electromagnetic Radiation PE-MS-PS4-2 PEA
Waves and Electromagnetic Radiation PE-MS-PS4-3 PEA
Weather and Climate
Weather and Climate PE-MS-ESS2-5 Performance Expectation Activity
Weather and Climate PE-MS-ESS2-6 Performance Expectation Activity
Weather and Climate PE-MS-ESS3-5 Performance Expectation Activity
STEM Activities
Table of Contents
The Design Process
Shake, Rattle, and Roll STEM Activity
River Works STEM Activity
I Wouldn't Drink That! STEM Activity
Life on Mars STEM Activity
It's All Water Under the Dam STEM Activity
Energy Boosters STEM Activity
Feeding Frenzy STEM Activity
Out of the Corner of Your Eye STEM Activity
Crystal Clear STEM Activity
Sail Away STEM Activity
Flipping the Switch STEM Activity
Optical Security STEM Activity
Program Resources
Multilingual Glossary
Table of Contents
Relating to English Language Learners Reference
Spanish Reference
Chinese (simplified) Reference
Chinese (traditional) Reference
Haitian Creole Reference
Hmong Reference
Korean Reference
Russian Reference
Vietnamese Reference
Interdisciplinary Activities
Interdisciplinary Activities Overview
Gold--The Noble Metal Cross-Curricular Act
Dogs--The Loyal Companions Cross-Curricular Act
The Olympic Games Cross-Curricular Act
Corn--The Amazing Grain Cross-Curricular Act
Bridges--From Vines to Steel Cross-Curricular Act
Pompeii Cross-Curricular Act
Journey to Mars Cross-Curricular Act
African Rain Forests Cross-Curricular Act
The Magic of the Movies Cross-Curricular Act
The Mississippi Cross-Curricular Act
Robots--At Your Service Cross-Curricular Act
The Gift of the Nile Cross-Curricular Act
Math Skill and Problem-Solving Activities
Table of Contents
Science Topics Used for Problem Solving
Diagnostic Test
Section 1: Problem-Solving Skills
Section 2: Fractions
Section 3: Decimals
Section 4: Exponents and Scientific Notation
Section 5: Significant Figures
Section 6: Ratios and Proportions
Section 7: Percents
Section 8: Geometry
Section 9: Graphing
Section 10: Using Math to Analyze Data
Reading Strategies Handbook
Vocabulary Skill: Learn New Words
Reading Strategy: Take Notes
Target Reading Skill: Compare and Contrast
Inquiry Skills Activities Book 1
Table of Contents
Observe
Infer
Predict
Classify
Make Models
Communicate
Measure
Calculate
Design an Experiment - Introduction
Pose Questions
Develop a Hypothesis
Control Variables
Form Operational Definitions
Interpret Data
Draw Conclusions
Design an Experiment - Practice
Create Data Tables
Create Bar Graphs
Create Line Graphs
Create Circle Graphs
Test A: Basic Process Skills
Test B: Measure and Calculate
Test C: Design Experiments
Test D: Data Tables and Graphs
Inquiry Skills Activities Book 2
Table of Contents
Observe
Infer
Predict
Classify
Make Models
Communicate
Measure
Calculate
Design an Experiment - Introduction
Pose Questions
Develop a Hypothesis
Control Variables
Form Operational Definitions
Interpret Data
Draw Conclusions
Design an Experiment - Practice
Create Data Tables
Create Bar Graphs
Create Line Graphs
Create Circle Graphs
Test A: Basic Process Skills
Test B: Measure and Calculate
Test C: Design Experiments
Test D: Data Tables and Graphs
Inquiry Skills Activities Book 3
Table of Contents
Observe
Infer
Predict
Classify
Make Models
Communicate
Measure
Calculate
Design an Experiment - Introduction
Pose Questions
Develop a Hypothesis
Control Variables
Form Operational Definitions
Interpret Data
Draw Conclusions
Design an Experiment - Practice
Create Data Tables
Create Bar Graphs
Create Line Graphs
Create Circle Graphs
Test A: Basic Process Skills
Test B: Measure and Calculate
Test C: Design Experiments
Test D: Data Tables and Graphs
Texas Instruments Calculator-Based Labs
Angling for Access
Heart Beat, Health Beat
Heating Earth's Surface
Just Add Water
Keeping Comfortable
Melting Ice
Shedding Light on Ions
Sticky Sneakers
Sunny Rays and Angles
Scenario-Based Investigations
Scenario-Based Investigations Overview
Life Science
Dialysis Works Too Scenario-Based Act
Eating for Success Scenario-Based Act
Fantasy Food Chain Scenario-Based Act
Fantasy Zoo Scenario-Based Act
Hit the Ball or You're Out! Scenario-Based Act
How Could That Be? Scenario-Based Act
It Must Be Dominant! Scenario-Based Act
Just Count the Bubbles Scenario-Based Act
Light Bulbs Can't Use Much Energy Scenario-Based Act
Mealworm Migration Scenario-Based Act
Muscle Fatigue Scenario-Based Act
Oh No! My Heart's Beating Too Fast! Scenario-Based Act
Plants in Space Scenario-Based Act
Saved By a Life Cycle Scenario-Based Act
Some Resources Are Worth Saving Scenario-Based Act
Stay Calm if You Can Scenario-Based Act
Tay-Sachs Scenario-Based Act
That Can't Possibly Work Scenario-Based Act
The Cell Game Scenario-Based Act
The Pandemic Starts Here Scenario-Based Act
The Problem With Runoff Scenario-Based Act
The Stomach Stone Controversy Scenario-Based Act
The WWGP Is Coming Scenario-Based Act
Working Together Is the Key Scenario-Based Act
Worms Under Attack! Scenario-Based Act
Mom's Car Must Be Alive!
Earth Science
Cutting Corners Doesn't Always Save Scenario-Based Act
Do Planets Float? Scenario-Based Act
Dunwich Is Done Scenario-Based Act
Flight 7084 to Barcelona Scenario-Based Act
Goodbye, Columbus Scenario-Based Act
High-Priority Earthquake Zones Scenario-Based Act
In Memory of Winifred Scenario-Based Act
Jane Versus the Volcano Scenario-Based Act
Mile-High Baseball Scenario-Based Act
My Rock Tells a Story Scenario-Based Act
My Water Smells Like Gasoline Scenario-Based Act
No Shoes in This Box Scenario-Based Act
Predicting the Weather Is No Sport Scenario-Based Act
Smearing Causes Seasons Scenario-Based Act
The Fire Trucks Are Coming! Scenario-Based Act
The Last Survivors Scenario-Based Act
What Causes our Climate? Scenario-Based Act
Asteroid Smasher Scenario-Based Act
Physical Science
Catching the Waves Scenario-Based Act
Help! I'm Trapped Under Here! Scenario-Based Act
Ice Cream, You Scream Scenario-Based Act
My Glass Is Leaking! Scenario-Based Act
My House Is Wired! Scenario-Based Act
Please Drop In Scenario-Based Act
Rogue Wave Scenario-Based Act
Seeing With Your Ears Scenario-Based Act
Stuck At the Top Scenario-Based Act
The Element Museum Scenario-Based Act
The Mayor Is Worried Scenario-Based Act
The North Pole or the South Pole? Scenario-Based Act
The Pipeline Is Burning Scenario-Based Act
What a Mass Scenario-Based Act
Where Is the Battery? Scenario-Based Act
Bonding Super Heroes Scenario-Based Act
Seeing In the Dark Scenario-Based Act
Science, Engineering, and Technology Skills
Casting a Vote that Makes Sense Scenario-Based Act
Messy Data Scenario-Based Act
This Isn't Science! Scenario-Based Act
Bias, Anyone? Scenario-Based Act
Project-Based Activities
Life Science
All in the Family Project
Egg-speriment with a Cell Project
Life's Long Calendar Project
Science in the Community Project
Proteins From a Double Helix Project
Shine On! Project
Teach Others About a Trait Project
A Precious Bundle Project
Design and Build a Hand Prosthesis Project
Get the Message Out Project
Stop the Invasion! Project
Travels of a Red Blood Cell Project
Tricks and Illusions Project
What's for Lunch? Project
Working Together Project
A Mushroom Farm STEM Activity
Animal Adaptations Project
Animals in the Neighborhood Project
Bird Watch Project
Build an Interactive Exhibit Project
Design and Build an Animal Habitat Project
Mystery Object Project
Earth Science
Volcanoes and People Project
Plates Move! Project
Growing a Crystal Garden Project
Build an Earthquake-Safe House Project
Make a Model of Earth Project
Design and Build a Dam Project
Getting on the Map Project
Soils for Seeds Project
A Precious Resource Project
Breaking It Down Project
Energy Audit Project
Variety Show Project
What's a Crowd? Project
Build a Model of the Solar System Project
Space Exploration Vehicle Project
Star Stories Project
Track the Moon Project
A Journey Back in Time Project
Build an Erosion-Proof Beach Project
Design and Build a Chair Project
Design and Build a Scale Model Project
Every Drop Counts Project
Investigating Microclimates Project
Is It Really True? Project
The Weather Tomorrow Project
Watching the Weather Project
Physical Science
A Story of Changes in Matter Project
Build a Closed Reaction Chamber Project
Density-Calculating System Project
Make Your Own Indicator Project
Models of Compounds Project
Survey Properties of Metals Project
Cause for Alarm Project
Design and Build a Roller Coaster Project
In Hot Water Project
Magnetic Art Project
Newton Scooters Project
Show Some Motion Project
The Nifty Lifting Machine Project
Build an Optical Instrument Project
Music to Your Ears Project
Over and Over and Over Again Project
You're on the Air Project
Life Science: Introduction to Living Things
Introduction to Living Things Opener
Explore in a Swamp Untamed Science™ Video
Discussion Board Question and Rubric
Lesson 1 What Is Life?
Engage and Explore
It's Kismet!
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
Is It Living or Nonliving? Inquiry Warm-Up
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
What Is Life? After the Inquiry Warm-Up
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
Explain and Elaborate
Characteristics of All Living Things Summary
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
Where Do Living Things Come From? Summary
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
What Do Living Things Need to Survive? Summary
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
Redi and Pasteur's Experiments Interactivity
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
React! Quick Lab
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
Compare Broth Samples Quick Lab
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
Please Pass the Bread Pre-Lab
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
Please Pass the Bread Open Inquiry
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
Please Pass the Bread Directed Inquiry
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
What Is Life? Key Concept Summary
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
What Is Life? Enrich
Evaluate
What Is Life? Assess Your Understanding
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
What Is Life? Review and Reinforce
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
What Is Life? Lesson Quiz
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
What Is Life? Lesson Quiz
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
Lesson 2 Classifying Life
Engage and Explore
Birds of a Feather
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
Can You Organize a Junk Drawer? Inquiry Warm-Up
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
Classifying Life After the Inquiry Warm-Up
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
Explain and Elaborate
Why Do Biologists Classify Organisms? Summary
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
What Are the Levels of Classification? Summary
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
Taxonomic Key Interactivity
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
How Are Taxonomic Keys Useful?
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
Classifying Seeds Quick Lab
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
Make a Classification Chart Quick Lab
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
Living Mysteries Quick Lab
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
Classifying Life Key Concept Summary
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
Classifying Life Enrich
Discovering Rainforest Organisms Virtual Lab
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
Evaluate
Classifying Life Assess Your Understanding
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
Classifying Life Review and Reinforce
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
Classifying Life Lesson Quiz
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
Classifying Life Lesson Quiz
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
Lesson 3 Domains and Kingdoms
Engage and Explore
Unbeelievable!
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
Which Organism Goes Where? Inquiry Warm-Up
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
Domains and Kingdoms After the Inquiry Warm-Up
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
Explain and Elaborate
How Are Organisms Classified into Domains and Kingdoms?
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
Staining Leaves Quick Lab
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
Multicellular Rainforest Organisms Virtual Lab
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
Domains and Kingdoms Key Concept Summary
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
Domains and Kingdoms Enrich
Evaluate
Domains and Kingdoms Assess Your Understanding
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
Domains and Kingdoms Review and Reinforce
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
Domains and Kingdoms Lesson Quiz
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
Domains and Kingdoms Lesson Quiz
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
Lesson 4 Classification and Evolution
Engage and Explore
If It Looks Like a Duck... Planet Diary
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
Observing Similarities Inquiry Warm-Up
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
Evolution and Classification After the Inquiry Warm-Up
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
Explain and Elaborate
How Are Evolution and Classification Related? Key Concept Summary
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
Finding a Common Ancestor Art in Motion
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
Common Ancestors Quick Lab
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
Evolution and Classification Key Concept Summary
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
Evolution and Classification Enrich
Evaluate
Evolution and Classification Assess Your Understanding
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
Evolution and Classification Review and Reinforce
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
Evolution and Classification Lesson Quiz
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
Evolution and Classification Lesson Quiz
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
My Science Coach & My Reading Web
Read at My Level
Bacteria, Yeast, and Microscopes Level 1
Microscopes & Single-Celled Organisms Level 2
Studying Organisms & Cells Level 3
Get More Practice
Characteristics of Life
Classifying Living Things
Dichotomous Keying
Three Domains of Life
Convergent Evolution
Chapter Assessment
Chapter Test A
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
Chapter Test B
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
Evolution and Classification Key Concept Summary
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
Classifying Life Key Concept Summary
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
Where Do Living Things Come From? Summary
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
How Are Taxonomic Keys Useful?
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
Domains and Kingdoms Review and Reinforce
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
Characteristics of All Living Things Summary
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
How Are Organisms Classified into Domains and Kingdoms?
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
What Do Living Things Need to Survive? Summary
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
How Are Evolution and Classification Related? Key Concept Summary
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
Chapter Test
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
Life Science: Introduction to Cells
Introduction to Cells Opener
Touring Hooke's Crib Untamed Science™ Video
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
Big Question Discussion and Rubric
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
Lesson 1 Discovering Cells
Engage and Explore
Life at First Sight
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
What Can You See? Inquiry Warm-Up
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
Discovering Cells After the Inquiry Warm-Up
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
Explain and Elaborate
How Do Microscopes Work?
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
How Can You Observe Cells?
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
What Is the Cell Theory? Summary
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
What Are Cells?
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
Comparing Cells Quick Lab
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
Observing Cells Quick Lab
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
Design and Build a Microscope Pre-Lab
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
Design and Build a Microscope Open Inquiry Lab
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
Design and Build a Microscope Directed Inquiry
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
Discovering Cells Key Concept Summary
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
Discovering Cells Enrich
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
Evaluate
Discovering Cells Assess Your Understanding
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
Discovering Cells Review and Reinforce
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
Discovering Cells Lesson Quiz
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
Discovering Cells Lesson Quiz
Lesson 2 Looking Inside Cells
Engage and Explore
Glowing Globs
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
How Large Are Cells? Inquiry Warm-Up
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
Looking Inside Cells After the Inquiry Warm-Up
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
Explain and Elaborate
How Do the Parts of a Cell Work?
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
How Do Cells Work Together in an Organism?
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
Specialized Cells
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
Plant and Animal Cells Interactivity
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
Modeling a Cell Apply It!
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
Build a Cell Virtual Lab
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
Gelatin Cell Model Quick Lab
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
Tissues, Organs, Organ Systems Quick Lab
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
Build a Cell Virtual Lab
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
Looking Inside Cells Key Concept Summary
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
Looking Inside Cells Enrich
Evaluate
Looking Inside Cells Assess Your Understanding
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
Looking Inside Cells Review and Reinforce
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
Looking Inside Cells Lesson Quiz
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
Looking Inside Cells Lesson Quiz
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
Lesson 3 Chemical Compounds in Cells
Engage and Explore
Energy Backpacks
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
Detecting Starch Inquiry Warm-Up
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
Chemical Compounds in Cells After the Inquiry Warm-Up
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
Explain and Elaborate
What Are Elements and Compounds?
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
What Compounds Do Cells Need? Summary
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
Comparing Compounds in Cells Interactivity
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
What Is a Compound? Quick Lab
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
What's That Taste? Quick Lab
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
Chemical Compounds in Cells Key Concept Summary
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
Chemical Compounds in Cells Enrich
Evaluate
Chemical Compounds in Cells Assess Your Understanding
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
Chemical Compounds in Cells Review and Reinforce
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
Chemical Compounds in Cells Lesson Quiz
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
Chemical Compounds in Cells Lesson Quiz
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
Lesson 4 The Cell in Its Environment
Engage and Explore
Something Good in the Air
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
Diffusion in Action Inquiry Warm-Up
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
The Cell in Its Environment After the Inquiry Warm-Up
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
Explain and Elaborate
How Do Materials Move Into and Out of Cells?
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
Passive and Active Transport
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
Investigating Cells and Homeostasis Virtual Lab
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
Concentration's Effect on Diffusion Quick Lab
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
The Cell in Its Environment Key Concept Summary
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
The Cell in Its Environment Enrich
Evaluate
The Cell in Its Environment Assess Your Understanding
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
The Cell in Its Environment Review and Reinforce
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
The Cell in Its Environment Lesson Quiz
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
The Cell in Its Environment Lesson Quiz
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
Chapter Assessment
Chapter Test A
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
Chapter Test B
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
Looking Inside Cells Review and Reinforce
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
Discovering Cells Key Concept Summary
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
Photosynthesis Key Concept Summary
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
Chapter Test
Curriculum Standards: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
My Science Coach & My Reading Web
Read at My Level
Organisms & the Microscope Level 1
The Study of Organisms Level 2
Organisms & Magnification Level 3
Get More Practice
Electron Microscopes
A Tour of the Cell
Basics of Biochem
Life Science: Cell Processes and Energy
Cell Processes and Energy Opener
Yum...Eating Solar Energy Untamed Science™ Video
Curriculum Standards: Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.
Big Question Discussion and Rubric
Curriculum Standards: Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.
Lesson 1 Photosynthesis
Engage and Explore
When Is Food Not Food?
Curriculum Standards: Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.
Where Does the Energy Come From? Inquiry Warm-Up
Curriculum Standards: Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.
Photosynthesis After the Inquiry Warm-Up
Curriculum Standards: Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.
Explain and Elaborate
Getting Energy From the Sun Summary
Curriculum Standards: Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.
What Happens During Photosynthesis? Summary
Curriculum Standards: Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.
Photosynthesis Interactivity
Curriculum Standards: Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.
Energy from the Sun Quick Lab
Curriculum Standards: Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.
Looking at Pigments Quick Lab
Curriculum Standards: Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.
Photosynthesis Key Concept Summary
Curriculum Standards: Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.
Photosynthesis Enrich
Evaluate
Photosynthesis Assess Your Understanding
Curriculum Standards: Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.
Photosynthesis Review and Reinforce
Curriculum Standards: Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.
Photosynthesis Lesson Quiz
Curriculum Standards: Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.
Photosynthesis Lesson Quiz
Curriculum Standards: Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.
Lesson 2 Cellular Respiration
Engage and Explore
Going to Extremes
Curriculum Standards: Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.
Cellular Respiration Inquiry Warm-Up
Curriculum Standards: Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.
Cellular Respiration After the Inquiry Warm-Up
Curriculum Standards: Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.
Explain and Elaborate
What Happens During Cellular Respiration?
Curriculum Standards: Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.
What Happens During Fermentation?
Curriculum Standards: Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.
Cellular Respiration
Curriculum Standards: Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.
Opposite Processes Interactivity
Curriculum Standards: Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.
Observing Fermentation Quick Lab
Curriculum Standards: Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.
Exhaling Carbon Dioxide Pre-Lab
Curriculum Standards: Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.
Exhaling Carbon Dioxide Directed Inquiry
Curriculum Standards: Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.
Exhaling Carbon Dioxide Open Inquiry
Curriculum Standards: Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.
Cellular Respiration Key Concept Summary
Curriculum Standards: Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.
Cellular Respiration Enrich
Evaluate
Cellular Respiration Assess Your Understanding
Curriculum Standards: Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.
Cellular Respiration Review and Reinforce
Curriculum Standards: Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.
Cellular Respiration Lesson Quiz
Curriculum Standards: Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.
Cellular Respiration Lesson Quiz
Curriculum Standards: Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.
Lesson 3 Cell Division
Engage and Explore
Cycling On
Curriculum Standards: Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.
What Are the Yeast Cells Doing? Inquiry Warm-Up
Curriculum Standards: Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.
Cell Division After the Inquiry Warm-Up
Curriculum Standards: Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.
Explain and Elaborate
What Are the Functions of Cell Division?
Curriculum Standards: Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.
What Happens During the Cell Cycle?
Curriculum Standards: Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.
Cell Growth and Division
Curriculum Standards: Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.
Observing Mitosis Quick Lab
Curriculum Standards: Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.
Modeling Mitosis Quick Lab
Curriculum Standards: Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.
How Does a Broken Bone Heal? Virtual Lab
Curriculum Standards: Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.
Cell Division Key Concept Summary
Curriculum Standards: Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.
Cell Division Enrich
Evaluate
Cell Division Assess Your Understanding
Curriculum Standards: Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.
Cell Division Review and Reinforce
Curriculum Standards: Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.
Cell Division Lesson Quiz
Curriculum Standards: Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.
Cell Division Lesson Quiz
Curriculum Standards: Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.
My Science Coach & My Reading Web
Read at My Level
Parts of Cells Level 1
Cells & Organelles Level 2
Functions of Organelles Level 3
Get More Practice
Photosynthesis
Aerobic vs. Anaerobic Respiration
Animal Cell Mitosis
Chapter Assessment
Chapter Test A
Curriculum Standards: Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.
Chapter Test B
Curriculum Standards: Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.
Cell Division Review and Reinforce
Curriculum Standards: Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.
Cell Division Key Concept Summary
Curriculum Standards: Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.
Chapter Test
Curriculum Standards: Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.
Life Science: Genetics: The Science of Heredity
Genetics: The Science of Heredity Opener
Where'd You Get Those Genes? Untamed Science‚Ñ¢ Video
Curriculum Standards: Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
Discussion Board Question and Rubric
Curriculum Standards: Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
Lesson 1 What Is Heredity?
Engage and Explore
Almost Forgotten
Curriculum Standards: Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
What Does the Father Look Like? Inquiry Warm-Up
Curriculum Standards: Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
What Is Heredity? After the Inquiry Warm-Up
Curriculum Standards: Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
Explain and Elaborate
What Did Mendel Observe? Key Concept Summary
Curriculum Standards: Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
How Do Alleles Affect Inheritance? Key Concept Summary
Curriculum Standards: Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
Mendel's Experiments 101
Curriculum Standards: Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
Alleles and Inheritance
Curriculum Standards: Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
Observing Pistils and Stamens Quick Lab
Curriculum Standards: Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
Inferring the Parent Generation Quick Lab
Curriculum Standards: Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
What Is Heredity? Key Concept Summary
Curriculum Standards: Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
What Is Heredity? Enrich
Evaluate
What Is Heredity? Assess Your Understanding
Curriculum Standards: Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
What Is Heredity? Review and Reinforce
Curriculum Standards: Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
What Is Heredity? Lesson Quiz
Curriculum Standards: Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
What Is Heredity? Lesson Quiz
Curriculum Standards: Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
Lesson 2 Probability and Heredity
Engage and Explore
Storm on the Way Planet Diary
Curriculum Standards: Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
What's the Chance? Inquiry Warm-Up
Curriculum Standards: Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
Probability and Heredity After the Inquiry Warm-Up
Curriculum Standards: Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
Explain and Elaborate
How Is Probability Related to Inheritance? Key Concept Summary
Curriculum Standards: Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
What Are Phenotype and Genotype? Key Concept Summary
Curriculum Standards: Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
Punnett Squares Interactivity
Curriculum Standards: Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
Phenotype and Genotype Apply It!
Curriculum Standards: Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
Coin Crosses Quick Lab
Curriculum Standards: Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
Make the Right Call! Pre-Lab
Curriculum Standards: Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
Make the Right Call Directed Inquiry
Curriculum Standards: Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
Make the Right Call Open Inquiry Lab
Curriculum Standards: Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
Probability and Heredity Key Concept Summary
Curriculum Standards: Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
Probability and Heredity Enrich
Evaluate
Probability and Heredity Assess Your Understanding
Curriculum Standards: Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
Probability and Heredity Review and Reinforce
Curriculum Standards: Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
Probability and Heredity Lesson Quiz
Curriculum Standards: Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
Probability and Heredity Lesson Quiz
Curriculum Standards: Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
Lesson 3 Patterns of Inheritance
Engage and Explore
Cold, with a Chance of Males
Curriculum Standards: Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
Observing Traits Inquiry Warm-Up
Curriculum Standards: Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
Patterns of Inheritance After the Inquiry Warm-Up
Curriculum Standards: Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
Explain and Elaborate
Effects of Environment on Genetics Traits
Curriculum Standards: Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
How Are Most Traits Inherited? Key Concept Summary
Curriculum Standards: Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
How Do Genes and the Environment Interact? Summary
Curriculum Standards: Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
Patterns of Inheritance Apply It!
Curriculum Standards: Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
Genetic Crosses Virtual Lab
Curriculum Standards: Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
Patterns of Inheritance Quick Lab
Curriculum Standards: Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
Is It All in the Genes? Quick Lab
Curriculum Standards: Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
Patterns of Inheritance Key Concept Summary
Curriculum Standards: Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
Patterns of Inheritance Enrich
Evaluate
Patterns of Inheritance Assess Your Understanding
Curriculum Standards: Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
Patterns of Inheritance Review and Reinforce
Curriculum Standards: Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
Patterns of Inheritance Lesson Quiz
Curriculum Standards: Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
Patterns of Inheritance Lesson Quiz
Curriculum Standards: Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
Lesson 4 Chromosomes and Inheritance
Engage and Explore
Chromosome Sleuth
Curriculum Standards: Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
Which Chromosome Is Which? Inquiry Warm-Up
Curriculum Standards: Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
Chromosomes and Inheritance After the Inquiry Warm-Up
Curriculum Standards: Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
Explain and Elaborate
How Are Chromosomes, Genes, and Inheritance Related? Summary
Curriculum Standards: Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
What Happens During Meiosis? Key Concept Summary
Curriculum Standards: Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
Chromosomes and Inheritance
Curriculum Standards: Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
Chromosomes and Inheritance Quick Lab
Curriculum Standards: Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
Modeling Meiosis Quick Lab
Curriculum Standards: Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
Chromosomes and Inheritance Key Concept Summary
Curriculum Standards: Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
Chromosomes and Inheritance Enrich
Evaluate
Chromosomes and Inheritance Assess Your Understanding
Curriculum Standards: Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
Chromosomes and Inheritance Review and Reinforce
Curriculum Standards: Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
Chromosomes and Inheritance Lesson Quiz
Curriculum Standards: Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
Chromosomes and Inheritance Lesson Quiz
Curriculum Standards: Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
My Science Coach & My Reading Web
Read at My Level
Asexual & Sexual Reproduction Level 1
Asexual & Sexual Reproduction Level 2
Asexual & Sexual Reproduction Level 3
Get More Practice
Gregor Mendel and Pea Plants
Dominant Genes
Gregor Mendel--Punnett Squares
Incomplete Dominance and Codominance
How Cells Divide
Chapter Assessment
Chapter Test A
Curriculum Standards: Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
Chapter Test B
Curriculum Standards: Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
Punnett Squares and Probabilities Student Tutorial
Curriculum Standards: Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
Chapter Test
Curriculum Standards: Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
Life Science: DNA: The Code of Life
DNA: The Code of Life Opener
Discussion Board Question and Rubric
Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
Why Is This Lobster Blue? Untamed Science™ Video
Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
Lesson 1 The Genetic Code
Engage and Explore
DNA Debut
Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
Can You Crack the Code? Inquiry Warm-Up
Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
The Genetic Code After the Inquiry Warm-Up
Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
Explain and Elaborate
What Forms the Genetic Code?
Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
Understanding DNA Art in Motion
Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
How Does DNA Copy Itself?
Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
DNA Replication
Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
Modeling the Genetic Code Quick Lab
Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
Guilty or Innocent? Pre-Lab
Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
Guilty or Innocent? Directed Inquiry
Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
Guilty or Innocent? Open Inquiry
Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
The Genetic Code Key Concept Summary
Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
The Genetic Code Enrich
Evaluate
The Genetic Code Assess Your Understanding
Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
The Genetic Code Review and Reinforce
Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
The Genetic Code Lesson Quiz
Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
The Genetic Code Lesson Quiz
Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
Lesson 2 How Cells Make Proteins
Engage and Explore
Dinosaur Chicken?
Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
What Is RNA? Inquiry Warm-Up
Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
How Cells Make Proteins After the Inquiry Warm-Up
Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
Explain and Elaborate
How Does a Cell Make Proteins?
Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
Modeling Protein Synthesis Quick Lab
Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
How Cells Make Proteins Key Concept Summary
Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
How Cells Make Proteins Enrich
Evaluate
How Cells Make Proteins Assess Your Understanding
Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
How Cells Make Proteins Review and Reinforce
Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
How Cells Make Proteins Lesson Quiz
Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
How Cells Make Proteins Lesson Quiz
Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
Lesson 3 Mutations
Engage and Explore
Dairy DNA
Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
Oops! Inquiry Warm-Up
Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
Mutations After the Inquiry Warm-Up
Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
Explain and Elaborate
How Can Mutations Affect an Organism?
Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
How Is Cancer Related to Mutations and the Cell Cycle?
Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
Effects of Mutations Quick Lab
Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
What Happens When There Are Too Many Cells? Quick Lab
Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
Mutations Key Concept Summary
Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
Mutations Enrich
Evaluate
Mutations Assess Your Understanding
Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
Mutations Review and Reinforce
Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
Mutations Lesson Quiz
Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
Mutations Lesson Quiz
Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
Lesson 4 Human Inheritance
Engage and Explore
Blog My Planet Diary
Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
How Tall Is Tall? Inquiry Warm-Up
Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
Human Inheritance After the Inquiry Warm-Up
Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
Explain and Elaborate
What Are Some Patterns of Human Inheritance?
Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
What Are the Functions of Sex Chromosomes?
Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
The Eyes Have It Quick Lab
Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
How Are Genes on Sex Chromosomes Inherited? Pre-Lab
Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
How Are Genes on Sex Chromosomes Inherited? Directed Inquiry
Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
How Are Genes on Sex Chromosomes Inherited? Open Inquiry
Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
Human Inheritance Key Concept Summary
Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
Human Inheritance Enrich
Evaluate
Human Inheritance Assess Your Understanding
Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
Human Inheritance Review and Reinforce
Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
Human Inheritance Lesson Quiz
Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
Human Inheritance Lesson Quiz
Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
Lesson 5 Advances in Genetics
Engage and Explore
Zorses, Zonies, and Zedonks
Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
What Do Fingerprints Reveal? Inquiry Warm-Up
Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
Advances in Genetics After the Inquiry Warm-Up
Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
Explain and Elaborate
How Can Organisms Be Produced with Desired Traits?
Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
Understanding Genetic Engineering Art in Motion
Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
Selective Breeding Quick Lab
Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
Advances in Genetics Key Concept Summary
Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
Advances in Genetics Enrich
Evaluate
Advances in Genetics Assess Your Understanding
Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
Advances in Genetics Review and Reinforce
Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
Advances in Genetics Lesson Quiz
Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
Advances in Genetics Lesson Quiz
Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
My Science Coach & My Reading Web
Read at My Level
Genes, Traits & Heredity Level 1
Genes, Traits & Heredity Level 2
Genes, Traits & Heredity Level 3
Get More Practice
RNA's Role
Sex Linkage
What Is Cloning?
Chapter Assessment
Chapter Test B
Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
Chapter Test A
Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
How Is Cancer Related to Mutations and the Cell Cycle?
Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
How Is Cancer Related to Mutations and the Cell Cycle?
Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
What Forms the Genetic Code?
Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
How Does a Cell Make Proteins?
Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
How Does DNA Copy Itself?
Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
Mutations Key Concept Summary
Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
How Can Organisms Be Produced with Desired Traits?
Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
Understanding Genetic Engineering Art in Motion
Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
What Are the Functions of Sex Chromosomes?
Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
Chapter Test
Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
Life Science: Managing Materials in the Body
Managing Materials in the Body Opener
Blood Lines Untamed Science™ Video
Discussion Board Question and Rubric
Lesson 1 Digestion
Engage and Explore
The Science of Food Planet Diary
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.
Food Claims Inquiry Warm-Up
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.
Digestion After the Inquiry Warm-Up
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.
Explain and Elaborate
Nutrients at Work Interactivity
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.
What Are the Functions of the Digestive System? Key Concept Summary
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.
What Is the Role of the Mouth, Esophagus, & Stomach? Key Concept Summary
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.
Why Do You Need Food? Key Concept Summary
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.
As the Stomach Churns Pre-Lab
As the Stomach Churns Directed Inquiry
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.
As the Stomach Churns Open Inquiry
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.
Predicting Starch Content Quick Lab
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.
A Digestive Journey Virtual Lab
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.
Digestion Key Concept Summary
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.
Digestion Enrich
Evaluate
Digestion Assess Your Understanding
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.
Digestion Review and Reinforce
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.
Digestion Lesson Quiz
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.
Lesson 2 The Circulatory System
Engage and Explore
Your Heart, Your Health
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.
Observing Heart Inquiry Warm-Up
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.
Circulatory System After the Inquiry Warm-Up
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.
Explain and Elaborate
The Heart Interactivity
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.
What Is the Role of the Cardiovascular System?
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.
What Is the Role of the Heart?
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.
How Does Blood Travel Through Your Body?
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.
Up Close: Components of Blood
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.
Direction of Blood Flow Quick Lab
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.
Do you know your A-B-Os? Quick Lab
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.
The Circulatory System Key Concept Summary
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.
The Circulatory System Enrich
Evaluate
The Circulatory System Assess Your Understanding
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.
The Circulatory System Review and Reinforce
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.
The Circulatory System Lesson Quiz
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.
Lesson 3 The Respiratory System
Engage and Explore
The Breath of Life
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.
How Big Can You Blow Up a Balloon? Inquiry Warm-Up
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.
The Respiratory System After the Inquiry Warm-Up
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.
Explain and Elaborate
The Respiratory System Interactivity
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.
What Is the Role of the Respiratory System? Key Concept Summary
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.
Gas Exchange Art in Motion
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.
How Do You Breathe? Key Concept Summary
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.
What Happens During Gas Exchange? Key Concept Summary
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.
Modeling Respiration Quick Lab
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.
A Breath of Fresh Air Directed Inquiry
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.
A Breath of Fresh Air Pre-Lab
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.
A Breath of Fresh Air Open Inquiry
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.
What Do You Exhale? Quick Lab
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.
The Respiratory System Key Concept Summary
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.
The Respiratory System Enrich
Evaluate
The Respiratory System Assess Your Understanding
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.
The Respiratory System Review and Reinforce
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.
The Respiratory System Lesson Quiz
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.
The Respiratory System Lesson Quiz
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.
Lesson 4 Excretion
Engage and Explore
Useful Urine
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.
How Does Filtering a Liquid Change the Liquid? Inquiry Warm-Up
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.
Excretion After the Inquiry Warm-Up
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.
Explain and Elaborate
What is in Urine? Interactivity Do the Math!
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.
What Is the Role of the Excretory System?
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.
How Does Excretion Help Your Body Maintain Homeostasis?
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.
Kidney Function Quick Lab
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.
Perspiration Quick Lab
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.
Excretion Key Concept Summary
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.
Excretion Enrich
Evaluate
Excretion Assess Your Understanding
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.
Excretion Review and Reinforce
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.
Excretion Lesson Quiz
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.
My Science Coach & My Reading Web
Read at My Level
Special Delivery Level 1
Body Systems Level 2
Circulatory Systems Level 3
Get More Practice
Carbohydrates
Body Basics: Digestive System
Smoking Stinks
Your Kidneys
Circulation Station
Blood Vessels
Blood Types
Heart Disease Prevention
Chapter Assessment
Chapter Test A
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.
Chapter Test B
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.
Gas Exchange Art in Motion
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.
What Is the Role of the Respiratory System? Key Concept Summary
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.
What Is the Role of the Excretory System?
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.
Waste on the Way Out Interactivity
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.
How Does Excretion Help Your Body Maintain Homeostasis?
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.
Chapter Test
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.
Life Science: Change Over Time
Change Over Time Opener
A Fish with Red Lips Untamed Science™ Video
Curriculum Standards: Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history.
Discussion Board Question and Rubric
Lesson 1 Darwin's Theory
Engage and Explore
Charles Darwin Planet Diary
Curriculum Standards: Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history.
How Do Living Things Vary? Inquiry Warm-Up
Curriculum Standards: Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history.
Darwin's Theory After the Inquiry Warm-Up
Curriculum Standards: Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history.
Explain and Elaborate
What Was Darwin's Hypothesis? Key Concept Summary
Curriculum Standards: Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history.
What Is Natural Selection? Key Concept Summary
Curriculum Standards: Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history.
What Affects Natural Selection?
Curriculum Standards: Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history.
What Is It Adapted to?
Curriculum Standards: Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history.
Bird Beak Adaptations Quick Lab
Curriculum Standards: Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history.
Nature at Work Pre-Lab
Curriculum Standards: Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history.
Nature at Work Directed Inquiry
Curriculum Standards: Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history.
Nature at Work Open Inquiry
Curriculum Standards: Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history.
Darwin's Theory Key Concept Summary
Curriculum Standards: Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history.
Darwin's Theory Enrich
Evaluate
Darwin's Theory Assess Your Understanding
Curriculum Standards: Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history.
Darwin's Theory Review and Reinforce
Curriculum Standards: Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history.
Darwin's Theory Lesson Quiz
Curriculum Standards: Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history.
Darwin's Theory Lesson Quiz
Curriculum Standards: Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history.
Lesson 2 Evidence of Evolution
Engage and Explore
Moving On Up Planet Diary
Curriculum Standards: Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history.
How Can You Classify a Species? Inquiry Warm-Up
Curriculum Standards: Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history.
Evidence of Evolution After the Inquiry Warm-Up
Curriculum Standards: Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history.
Explain and Elaborate
What Evidence Supports Evolution? Key Concept Summary
Curriculum Standards: Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history.
Homologous Structures
Curriculum Standards: Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history.
Finding Proof Quick Lab
Curriculum Standards: Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history.
Species Adaptation Virtual Lab
Curriculum Standards: Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history.
Evidence of Evolution Key Concept Summary
Curriculum Standards: Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history.
Evidence of Evolution Enrich
Evaluate
Evidence of Evolution Assess Your Understanding
Curriculum Standards: Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history.
Evidence of Evolution Review and Reinforce
Curriculum Standards: Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history.
Evidence of Evolution Lesson Quiz
Curriculum Standards: Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history.
Evidence of Evolution Lesson Quiz
Curriculum Standards: Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history.
Lesson 3 Rate of Change
Engage and Explore
Crickets, Maggots, and Flies, Oh My!
Curriculum Standards: Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history.
Making a Timeline Inquiry Warm-Up
Curriculum Standards: Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history.
Rate of Change After the Inquiry Warm-Up
Curriculum Standards: Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history.
Explain and Elaborate
How Do New Species Form? Key Concept Summary
Curriculum Standards: Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history.
Rate of Evolution
Curriculum Standards: Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history.
What Theories Describe the Rate of Evolution? Key Concept Summary
Curriculum Standards: Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history.
Large-Scale Isolation Quick Lab
Curriculum Standards: Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history.
Slow or Fast? Quick Lab
Curriculum Standards: Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history.
Extinction Virtual Lab
Curriculum Standards: Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history.
Rate of Change Key Concept Summary
Curriculum Standards: Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history.
Rate of Change Enrich
Evaluate
Rate of Change Assess Your Understanding
Curriculum Standards: Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history.
Rate of Change Review and Reinforce
Curriculum Standards: Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history.
Rate of Change Lesson Quiz
Curriculum Standards: Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history.
Rate of Change Lesson Quiz
Curriculum Standards: Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history.
My Science Coach & My Reading Web
Read at My Level
DNA's Effect on Traits Level 1
Sexual Reproduction & Traits Level 2
DNA & Traits Level 3
Get More Practice
Recipe for Evolution
All Living Things Are Related
How Evolution Works
Chapter Assessment
Chapter Test A
Curriculum Standards: Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history.
Chapter Test B
Curriculum Standards: Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history.
How Do New Species Form? Key Concept Summary
Curriculum Standards: Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history.
What Evidence Supports Evolution? Key Concept Summary
Curriculum Standards: Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history.
Darwin's Theory Key Concept Summary
Curriculum Standards: Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history.
How Can Organisms Be Produced with Desired Traits?
Curriculum Standards: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
What Is Natural Selection? Key Concept Summary
Curriculum Standards: Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history.
What Affects Natural Selection?
Curriculum Standards: Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history.
What Was Darwin's Hypothesis? Key Concept Summary
Curriculum Standards: Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history.
What Theories Describe the Rate of Evolution? Key Concept Summary
Curriculum Standards: Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history.
Rate of Evolution
Curriculum Standards: Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history.
Chapter Test
Curriculum Standards: Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history.
Life Science: Plants
Plants Opener
Amazing Plant Defenses Untamed Science™ Video
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
Discussion Board Question and Rubric
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
Lesson 1 What Is A Plant?
Engage and Explore
How Does Your Garden Grow?
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
What Do Leaves Reveal About Plants? Inquiry Warm-Up
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
What Is a Plant? After the Inquiry Warm-Up
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
Explain and Elaborate
Where's the Water?
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
What Characteristics Do All Plants Share?
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
Plant Cell Structures
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
What Do Plants Need to Live Successfully on Land?
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
Algae and Other Plants Quick Lab
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
Local Plant Diversity Quick Lab
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
What Is a Plant? Key Concept Summary
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
What Is a Plant? Enrich
Evaluate
What Is a Plant? Assess Your Understanding
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
What Is a Plant? Review and Reinforce
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
What Is a Plant? Lesson Quiz
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
What Is a Plant? Lesson Quiz
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
Lesson 2 Classifying Plants
Engage and Explore
The Moss Is Greener on the Other Side
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
Will Mosses Absorb Water? Inquiry Warm-Up
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
Classifying Plants After the Inquiry Warm-Up
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
Explain and Elaborate
What Are the Characteristics of Seedless Vascular Plants?
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
What Are the Characteristics of Nonvascular Plants?
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
What Are the Characteristics of Seed Plants?
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
Classifying Plants Directed Virt Lab
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
Masses of Mosses Quick Lab
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
Examining a Fern Quick Lab
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
Common Characteristics Quick Lab
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
Classifying Plants Key Concept Summary
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
Classifying Plants Enrich
Evaluate
Classifying Plants Assess Your Understanding
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
Classifying Plants Review and Reinforce
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
Classifying Plants Lesson Quiz
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
Classifying Plants Lesson Quiz
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
Lesson 3 Plant Structures
Engage and Explore
Plant Giants
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
Which Plant Part Is It? Inquiry Warm-Up
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
Plant Structures After the Inquiry Warm-Up
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
Explain and Elaborate
What Are the Functions of Roots, Stems, and Leaves Summary
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
Tree Rings Apply It!
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
How Do Seeds Become New Plants?
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
Seed Dispersal
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
What Are the Structures of a Flower?
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
Investigating Stomata Pre-Lab
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
Investigating Stomata Directed Inquiry
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
Investigating Stomata Open Inquiry Lab
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
Modeling Flowers Quick Lab
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
The In-Seed Story Quick Lab
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
Plant Structures Key Concept Summary
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
Plant Structures Enrich
Evaluate
Plant Structures Assess Your Understanding
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
Plant Structures Review and Reinforce
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
Plant Structures Lesson Quiz
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
Plant Structures Lesson Quiz
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
Lesson 4 Plant Reproduction
Engage and Explore
If Trees Could Talk
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
Make the Pollen Stick Inquiry Warm-Up
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
Plant Reproduction After the Inquiry Warm-Up
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
Explain and Elaborate
What Are the Stages of a Plant Life Cycle?
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
How Do Plants Reproduce?
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
Plant Life Cycles Quick Lab
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
Where Are the Seeds? Quick Lab
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
Plant Reproduction Key Concept Summary
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
Plant Reproduction Enrich
Evaluate
Plant Reproduction Assess Your Understanding
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
Plant Reproduction Review and Reinforce
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
Plant Reproduction Lesson Quiz
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
Plant Reproduction Lesson Quiz
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
Lesson 5 Plant Responses and Growth
Engage and Explore
Flower Power
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
Can a Plant Respond to Touch? Inquiry Warm-Up
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
Plant Responses and Growth After the Inquiry Warm-Up
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
Explain and Elaborate
What Are Three Stimuli That Produce Plant Responses? Summary
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
How Do Plants Respond to Seasonal Changes? Summary
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
Plant Tropisms Interactivity
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
Watching Roots Grow Quick Lab
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
Seasonal Changes Quick Lab
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
Growing Crops Virtual Lab
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
Plant Responses and Growth Key Concept Summary
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
Plant Responses and Growth Enrich
Evaluate
Plant Responses and Growth Assess Your Understanding
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
Plant Responses and Growth Review and Reinforce
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
Plant Responses and Growth Lesson Quiz
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
Plant Responses and Growth Lesson Quiz
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
Lesson 6 Plants In Everyday Life
Engage and Explore
The Diversity of Life: Blog
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
Feeding the World Inquiry Warm-Up
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
Plants in Everyday Life After the Inquiry Warm-Up
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
Explain and Elaborate
How Are Plants Important to Everyday Life?
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
Everyday Plants Quick Lab
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
Plants in Everyday Life Key Concept Summary
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
Plants in Everyday Life Enrich
Evaluate
Plants in Everyday Life Assess Your Understanding
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
Plants in Everyday Life Review and Reinforce
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
Plants in Everyday Life Lesson Quiz
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
Plants in Everyday Life Lesson Quiz
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
My Science Coach & My Reading Web
Read at My Level
Organisms & Classification Level 1
Organisms & Energy Level 2
Classifying Organisms Level 3
Get More Practice
Common Plant Characteristics
Vascular Plants
Plant Structures
Life Cycle of a Moss
Plant Reproduction
Tropisms
Plants and Us
Chapter Assessment
Chapter Test A
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
Chapter Test B
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
What Is a Plant? Key Concept Summary
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
Plant Structures Review and Reinforce
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
Classifying Plants Key Concept Summary
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
Plant Structures Key Concept Summary
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
Plant Reproduction Key Concept Summary
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
Plant Responses and Growth Review and Reinforce
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
Classifying Plants Review and Reinforce
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
What Is a Plant? Review and Reinforce
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
Plant Reproduction Key Concept Summary
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
Chapter Test
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
Life Science: Animal Life Processes
Animal Life Processes Opener
Science in a Bat Cave Untamed Science™ Video
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Discussion Board Question and Rubric
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Lesson 1 Skeletons and Muscles
Engage and Explore
Fast Felines
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Will It Bend and Move? Inquiry Warm-Up
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Skeletons and Muscles After the Inquiry Warm-Up
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Explain and Elaborate
Fast Felines
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
What Supports and Protects Animal Bodies?
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Types of Skeletons
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
What Is the Role of Muscles?
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Comparing Bone and Cartilage Quick Lab
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
What Do Muscles Do? Quick Lab
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Skeletons and Muscles Key Concept Summary
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Skeletons and Muscles Enrich
Evaluate
Skeletons and Muscles Assess Your Understanding
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Skeletons and Muscles Review and Reinforce
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Skeletons and Muscles Lesson Quiz
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Skeletons and Muscles Lesson Quiz
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Lesson 2 Nervous System
Engage and Explore
The Nerve of That Newt
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Sending Signals Inquiry Warm-Up
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
The Nervous System After the Inquiry Warm-Up
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Explain and Elaborate
What Is the Role of the Nervous System?
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
How Do Nervous Systems Differ?
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Nervous Systems at Work Art in Motion
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Design a Nervous System Quick Lab
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Compare Nervous Systems Quick Lab
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
The Nervous System Key Concept Summary
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
The Nervous System Enrich
Evaluate
The Nervous System Assess Your Understanding
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
The Nervous System Review and Reinforce
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
The Nervous System Lesson Quiz
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
The Nervous System Lesson Quiz
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Lesson 3 Animal Movement
Engage and Explore
Animal Movement Blog
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Hydra Doing? Inquiry Warm-Up
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Animal Movement After the Inquiry Warm-Up
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Explain and Elaborate
What Causes Animals to Move?
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Water Vascular System Interactive Art
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
How Do Adaptations for Movement Compare?
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Adaptations for Movement
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Responding to the Environment
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
A Snail's Pace Pre-Lab
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
A Snail's Pace Directed Inquiry
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
A Snail's Pace Open Inquiry
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Webbing Along Quick Lab
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Jumping Contest Virtual Lab
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Animal Movement Key Concept Summary
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Animal Movement Enrich
Evaluate
Animal Movement Assess Your Understanding
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Animal Movement Review and Reinforce
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Animal Movement Lesson Quiz
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Animal Movement Lesson Quiz
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Lesson 4 Obtaining Energy
Engage and Explore
Owl Pellets
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
How Do Snakes Feed? Inquiry Warm-Up
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Obtaining Energy After the Inquiry Warm-Up
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Explain and Elaborate
Respiratory Structures at Work Art in Motion
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
How Do Animals Obtain Food? Key Concept Summary
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
How Do Animals Digest Food? Key Concept Summary
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
What Are the Two Types of Circulatory Systems?
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
How Do Animals Obtain Oxygen?
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Planarian Feeding Behavior Quick Lab
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Comparing Respiratory Systems Quick Lab
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Comparing Circulatory Systems Quick Lab
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Obtaining Energy Key Concept Summary
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Obtaining Energy Enrich
Evaluate
Obtaining Energy Assess Your Understanding
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Obtaining Energy Review and Reinforce
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Obtaining Energy Lesson Quiz
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Lesson 5 Animal Reproduction and Fertilization
Engage and Explore
A Nutty Experiment
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Making More Inquiry Warm-Up
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Animal Reproduction and Fertilization After the Inquiry Warm-Up
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Explain and Elaborate
How Do Animals Reproduce
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
How Do External and Internal Fertilization Differ?
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Animal Reproduction Virtual Lab
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Types of Reproduction Quick Lab
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Types of Fertilization Quick Lab
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Animal Reproduction and Fertilization Key Concept Summary
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Animal Reproduction and Fertilization Enrich
Evaluate
Animal Reproduction and Fertilization Assess Your Understanding
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Animal Reproduction and Fertilization Review and Reinforce
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Animal Reproduction and Fertilization Lesson Quiz
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Animal Reproduction and Fertilization Lesson Quiz
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Lesson 6 Development and Growth
Engage and Explore
Beware of Glass
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
"Eggs-amination" Inquiry Warm-Up
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Development and Growth After the Inquiry Warm-Up
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Explain and Elaborate
Where Do Embryos Develop?
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
How Do Young Animals Develop?
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
How Do Animals Care for Their Young?
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Build a Life Cycle
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Factors Affecting Growth Virtual Lab
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Eggs-tra Protection Quick Lab
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Cycles of Life Quick Lab
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
To Care or Not To Care Quick Lab
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Development and Growth Key Concept Summary
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Development and Growth Enrich
Evaluate
Development and Growth Assess Your Understanding
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Development and Growth Review and Reinforce
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Development and Growth Lesson Quiz
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Development and Growth Lesson Quiz
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
My Science Coach & My Reading Web
Read at My Level
Vertebrates Level 1
Vertebrates & Adaptations Level 2
Categories of Vertebrates Level 3
Get More Practice
Types of Skeletal Systems
Nervous Systems of Animals
How Animals Move Underwater
Locomotion
External Fertilization
Metamorphosis
Chapter Assessment
Chapter Test A
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Chapter Test B
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
What Supports and Protects Animal Bodies?
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Nervous Systems at Work Art in Motion
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Types of Skeletons
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
What Is the Role of Muscles?
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
What Causes Animals to Move?
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
The Nerve of That Newt
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
What Is the Role of the Nervous System?
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Responding to the Environment
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
How Do Adaptations for Movement Compare?
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
How Do Nervous Systems Differ?
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Animal Reproduction and Fertilization Key Concept Summary
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Development and Growth Key Concept Summary
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
A Nutty Experiment
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
How Do Animals Reproduce
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Plant Structures Review and Reinforce
Plant Structures Key Concept Summary
Plant Reproduction Key Concept Summary
Plant Reproduction Key Concept Summary
Chapter Test
Curriculum Standards: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Life Science: Introduction to the Human Body
Introduction to the Human Body Opener
Keeping Cool and Staying Warm Untamed Science™ Video
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
Discussion Board Question and Rubric
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
Lesson 1 Body Organization
Engage and Explore
Medical Illustrator
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
How Is Your Body Organized? Inquiry Warm-Up
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
Body Organization After the Inquiry Warm-Up
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
Explain and Elaborate
Body Systems Interactivity
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
How Is Your Body Organized?
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
Observing Cells and Tissues Quick Lab
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
Body Organization Key Concept Summary
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
Body Organization Enrich
Evaluate
Body Organization Assess Your Understanding
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
Body Organization Review and Reinforce
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
Body Organization Lesson Quiz
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
Body Organization Lesson Quiz
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
Lesson 2 System Interactions
Engage and Explore
Do you hear in color?
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
How Does Your Body Respond? Inquiry Warm-Up
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
System Interactions After the Inquiry Warm-Up
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
Explain and Elaborate
Body Systems in Action Interactivity
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
Your System on Caffeine Apply It!
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
How Do You Move?
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
Which Systems Move Materials in Your Body?
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
Which Systems Control Body Functions?
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
A Look Beneath the Skin Pre-Lab
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
A Look Beneath the Skin Directed Inquiry
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
A Look Beneath the Skin Open Inquiry Lab
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
Working Together, Act I Quick Lab
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
Working Together, Act II Quick Lab
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
System Interactions Key Concept Summary
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
System Interactions Enrich
Evaluate
System Interactions Assess Your Understanding
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
System Interactions Review and Reinforce
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
System Interactions Lesson Quiz
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
System Interactions Lesson Quiz
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
Lesson 3 Homeostasis
Engage and Explore
Worried Sick -- Not Just an Expression
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
Out of Balance Inquiry Warm-Up
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
Homeostasis After the Inquiry Warm-Up
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
Explain and Elaborate
How Does Your Body Stay in Balance? Summary
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
A Wrench in the System Real-World Inquiry
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
Testing a Training Plan Virtual Lab
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
Working to Maintain Balance Quick Lab
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
Homeostasis Key Concept Summary
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
Homeostasis Enrich
Evaluate
Homeostasis Assess Your Understanding
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
Homeostasis Review and Reinforce
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
Homeostasis Lesson Quiz
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
Homeostasis Lesson Quiz
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
Lesson 4 The Skeletal System
Engage and Explore
Know Your Bones
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
Hard as a Rock? Inquiry Warm-Up
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
The Skeletal System After the Inquiry Warm-Up
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
Explain and Elaborate
Build a Skeleton
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
Move Your Joints Apply It!
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
What Does the Skeleton Do?
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
What Role Do Joints Play?
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
What Are the Characteristics of Bones?
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
The Skeleton Quick Lab
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
Joints Virtual Lab
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
Observing Joints Quick Lab
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
Soft Bones? Quick Lab
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
The Skeletal System Key Concept Summary
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
The Skeletal System Enrich
Evaluate
The Skeletal System Assess Your Understanding
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
The Skeletal System Review and Reinforce
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
The Skeletal System Lesson Quiz
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
The Skeletal System Lesson Quiz
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
Lesson 5 The Muscular System
Engage and Explore
Blog My Planet Diary
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
How Do Muscles Work? Inquiry Warm-Up
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
The Muscular System After the Inquiry Warm-Up
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
Explain and Elaborate
Muscle Motion Interactivity
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
What Muscles Are in Your Body?
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
How Do Skeletal Muscles Work?
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
Observing Muscle Tissue Quick Lab
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
Modeling How Skeletal Muscles Work Quick Lab
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
The Muscular System Key Concept Summary
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
The Muscular System Enrich
Evaluate
The Muscular System Assess Your Understanding
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
The Muscular System Review and Reinforce
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
The Muscular System Lesson Quiz
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
The Muscular System Lesson Quiz
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
Lesson 6 The Skin
Engage and Explore
Would You Like to Be a Skin Doctor?
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
What Can You Observe About Skin? Inquiry Warm-Up
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
The Skin After the Inquiry Warm-Up
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
Explain and Elaborate
Sunscreen Ratings Interactivity
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
What Are the Functions and Structures of the Skin?
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
How Can You Have Healthy Skin?
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
Sweaty Skin Quick Lab
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
Sun Safety Pre-Lab
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
Sun Safety Directed Inquiry
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
Sun Safety Open Inquiry
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
Up Close: Support Tissues Directed Virt Lab
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
The Skin Key Concept Summary
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
The Skin Enrich
Evaluate
The Skin Assess Your Understanding
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
The Skin Review and Reinforce
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
The Skin Lesson Quiz
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
The Skin Lesson Quiz
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
My Science Coach & My Reading Web
Read at My Level
Systems Within the Body Level 1
Your Body Structure & Systems Level 2
A Well-Oiled Machine Level 3
Get More Practice
From Atoms to Organs
How Body Systems Work Together
Homeostasis
Your Muscles
Skin
Chapter Assessment
Chapter Test A
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
Chapter Test B
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
Which Systems Control Body Functions?
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
Which Systems Move Materials in Your Body?
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
Homeostasis Key Concept Summary
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
How Do You Move?
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
Body Systems Interactivity
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
A Wrench in the System Real-World Inquiry
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
How Does Your Body Stay in Balance? Summary
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
How Do Skeletal Muscles Work?
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
The Skin Key Concept Summary
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
What Are the Functions and Structures of the Skin?
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
The Muscular System Key Concept Summary
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
Chapter Test
Curriculum Standards: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
Life Science: Controlling Body Processes
Controlling Body Processes Opener
Where'd You Get Those Genes? Untamed Science™ Video
Curriculum Standards: Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Discussion Board Question and Rubric
Curriculum Standards: Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Lesson 1 The Nervous System
Engage and Explore
Wake Up!
Curriculum Standards: Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
How Simple Is a Simple Task? Inquiry Warm-Up
Curriculum Standards: Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
The Nervous System After the Inquiry Warm-Up
Curriculum Standards: Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Explain and Elaborate
How Do Nerve Impulses Travel? Key Concept Summary
Curriculum Standards: Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
The Nervous System Interactivity
Curriculum Standards: Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
What Is the Role of the Nervous System? Key Concept Summary
Curriculum Standards: Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Ready or Not! Pre-Lab
Curriculum Standards: Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Ready or Not! Directed Inquiry
Curriculum Standards: Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Ready or Not! Open Inquiry
Curriculum Standards: Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
How Does Your Knee React? Quick Lab
Curriculum Standards: Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Working Together Quick Lab
Curriculum Standards: Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
The Nervous System Key Concept Summary
Curriculum Standards: Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
The Nervous System Enrich
Evaluate
The Nervous System Assess Your Understanding
Curriculum Standards: Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
The Nervous System Review and Reinforce
Curriculum Standards: Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
The Nervous System Lesson Quiz
Curriculum Standards: Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Lesson 2 The Endocrine System
Engage and Explore
The Cause of Acne
Curriculum Standards: Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
What's the Signal? Inquiry Warm-Up
Curriculum Standards: Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
The Endocrine System After the Inquiry Warm-Up
Curriculum Standards: Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Explain and Elaborate
How Does the Endocrine System Function? Key Concept Summary
Curriculum Standards: Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
What Controls Hormone Levels? Key Concept Summary
Curriculum Standards: Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Negative Feedback & Endocrine System Interactivity
Curriculum Standards: Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Making Models Quick Lab
Curriculum Standards: Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Modeling Negative Feedback Directed Inquiry
Curriculum Standards: Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Modeling Negative Feedback Open Inquiry
Curriculum Standards: Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Modeling Negative Feedback Pre-Lab
Curriculum Standards: Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
The Endocrine System Key Concept Summary
Curriculum Standards: Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
The Endocrine System Enrich
Evaluate
The Endocrine System Assess Your Understanding
Curriculum Standards: Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
The Endocrine System Review and Reinforce
Curriculum Standards: Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
The Endocrine System Lesson Quiz
Curriculum Standards: Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
The Endocrine System Lesson Quiz
Curriculum Standards: Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Lesson 3 The Male and Female Reproductive Systems
Engage and Explore
In Vitro Fertilization
Curriculum Standards: Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
What's the Big Difference? Inquiry Warm-Up
Curriculum Standards: Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
The Male and Female Reproductive Systems After the Inquiry Warm-Up
Curriculum Standards: Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Explain and Elaborate
Reproductive Anatomy Interactivity
Curriculum Standards: Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
The Menstrual Cycle Interactivity
Curriculum Standards: Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
What Are the Functions of the Reproductive Systems?
Curriculum Standards: Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
What Happens During the Menstrual Cycle?
Curriculum Standards: Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Reproductive Systems Quick Lab
Curriculum Standards: Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Looking at Hormone Levels Quick Lab
Curriculum Standards: Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
The Male and Female Reproductive Systems Key Concept Summary
Curriculum Standards: Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
The Male and Female Reproductive Systems Enrich
Evaluate
The Male and Female Reproductive Systems Assess Your Understanding
Curriculum Standards: Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
The Male and Female Reproductive Systems Review and Reinforce
Curriculum Standards: Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
The Male and Female Reproductive Systems Lesson Quiz
Curriculum Standards: Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
The Male and Female Reproductive Systems Lesson Quiz
Curriculum Standards: Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Lesson 4 Pregnancy and Birth
Engage and Explore
Obstetrician
Curriculum Standards: Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Prenatal Growth Inquiry Warm-Up
Curriculum Standards: Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Pregnancy and Birth After the Inquiry Warm-Up
Curriculum Standards: Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Explain and Elaborate
Stages of Prenatal Development Interactivity
Curriculum Standards: Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Change in Mass of a Developing Baby Interactivity Do the Math!
Curriculum Standards: Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
What Happens Before Birth?
Curriculum Standards: Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
How Is the Embryo Protected and Nourished?
Curriculum Standards: Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
What Happens During Childbirth?
Curriculum Standards: Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Way to Grow! Quick Lab
Curriculum Standards: Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Egg-cellent Protection Quick Lab
Curriculum Standards: Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Labor and Delivery Quick Lab
Curriculum Standards: Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Pregnancy and Birth Key Concept Summary
Curriculum Standards: Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Pregnancy and Birth Enrich
Evaluate
Pregnancy and Birth Assess Your Understanding
Curriculum Standards: Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Pregnancy and Birth Review and Reinforce
Curriculum Standards: Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Pregnancy and Birth Lesson Quiz
Curriculum Standards: Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Pregnancy and Birth Lesson Quiz
Curriculum Standards: Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
My Science Coach & My Reading Web
Read at My Level
Muscular & Sensory Systems Level 1
Muscles & Sense Organs Level 2
Movement & Perceptions Level 3
Get More Practice
Endocrine System Glands and Hormones
Growth Disorders
The Menstrual Cycle
Stages of Development of the Fetus
Chapter Assessment
Chapter Test A
Curriculum Standards: Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Chapter Test B
Curriculum Standards: Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
The Endocrine System Key Concept Summary
Curriculum Standards: Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
The Male and Female Reproductive Systems Key Concept Summary
Curriculum Standards: Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
The Male and Female Reproductive Systems Review and Reinforce
Curriculum Standards: Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Reproductive Anatomy Interactivity
Curriculum Standards: Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
How Does the Endocrine System Function? Key Concept Summary
Curriculum Standards: Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Stages of Prenatal Development Interactivity
Curriculum Standards: Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Pregnancy and Birth Key Concept Summary
Curriculum Standards: Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
What Happens During Childbirth?
Curriculum Standards: Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
The Endocrine System Review and Reinforce
Curriculum Standards: Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Chapter Test
Curriculum Standards: Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Life Science: Populations and Communities
Populations and Communities Opener
Clown(fish)ing Around Untamed Science™ Video
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
Big Question Discussion and Rubric
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
Lesson 1 Living Things and the Environment
Engage and Explore
Discovery: Love Song
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
Living Things and the Environment After the Inquiry Warm-Up
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
What's in the Scene? Inquiry Warm-Up
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
Explain and Elaborate
Parts of a Habitat Summary
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
Organisms and Their Environments
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
Organizing an Ecosystem Quick Lab
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
World in a Bottle Pre-Lab
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
World in a Bottle Directed Inquiry
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
World in a Bottle Open Inquiry
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
Organisms and Their Habitats Quick Lab
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
An Ecological Mystery
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
How Is an Ecosystem Organized? Key Concept Summary
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
Living Things and the Environment Enrich
Evaluate
Living Things and the Environment Assess Your Understanding
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
Living Things and the Environment Review and Reinforce
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
Living Things and the Environment Lesson Quiz
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
Living Things and the Environment Lesson Quiz
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
Lesson 2 Populations
Engage and Explore
Technology: Prairie Dog Picker-Upper
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
Populations Inquiry Warm-Up
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
Populations After the Inquiry Warm-Up
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
Explain and Elaborate
How Do Populations Change in Size? Summary
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
Rabbit Population Growth Interactivity
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
What Factors Limit Population Growth? Summary
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
Growing and Shrinking Quick Lab
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
Elbow Room Quick Lab
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
Populations Key Concept Summary
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
Populations Enrich
Evaluate
Populations Assess Your Understanding
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
Populations Review and Reinforce
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
Populations Lesson Quiz
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
Populations Lesson Quiz
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
Lesson 3 Interactions Among Living Things
Engage and Explore
Fun Fact: Predator Power
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
Can You Hide a Butterfly? Inquiry Warm-Up
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
Interactions Among Living Things After Inquiry Warm-Up
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
Explain and Elaborate
Symbiosis Apply It!
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
Niche vs. Habitat Summary
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
Three Types of Symbiosis Summary
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
What Are Competition and Predation? Summary
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
Animal Defense Strategies
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
Life on the Reef Virtual Lab
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
Adaptations for Survival Quick Lab
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
Type of Symbiosis Quick Lab
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
Competition and Predation Quick Lab
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
Interactions Among Living Things Key Concept Summary
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
Interactions Among Living Things Enrich
Evaluate
Interactions Among Living Things Assess Your Understanding
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
Interactions Among Living Things Review and Reinforce
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
Interactions Among Living Things Lesson Quiz
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
Interactions Among Living Things Lesson Quiz
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
My Science Coach & My Reading Web
Read at My Level
Soil, Water & Air Level 1
Soil, Rain & Air Level 2
Soil, Water & Air Level 3
Get More Practice
Biotic vs. Abiotic
Carrying Capacity
Symbiotic Relationships
Chapter Assessment
Chapter Test A
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
Chapter Test B
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
Discovery: Love Song
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
Animal Defense Strategies
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
How Is an Ecosystem Organized? Key Concept Summary
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
Symbiosis Apply It!
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
Chapter Test
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
Life Science: Ecosystems and Biomes
Ecosystems and Biomes Opener
Give Me That Carbon! Untamed Science™ Video
Curriculum Standards: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Big Question Discussion and Rubric
Curriculum Standards: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Lesson 1 Energy Flow in Ecosystems
Engage and Explore
I'll Have the Fish
Curriculum Standards: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Where Did Your Dinner Come From? Inquiry Warm-Up
Curriculum Standards: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Energy Flow in Ecosystems After the Inquiry Warm-Up
Curriculum Standards: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Explain and Elaborate
Ocean Food Web Interactive Art
Curriculum Standards: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
How Does Energy Move Through an Ecosystem? Key Concept Summary
Curriculum Standards: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
What Are the Energy Roles in an Ecosystem? Key Concept Summary
Curriculum Standards: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Local Food Chains Apply It!
Curriculum Standards: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Nutrients and Aquatic Organisms Virtual Lab
Curriculum Standards: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Observing Decomposition Quick Lab
Curriculum Standards: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Ecosystem Food Chains Pre-Lab
Curriculum Standards: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Ecosystem Food Chains Directed Inquiry
Curriculum Standards: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Ecosystem Food Chains Open Inquiry
Curriculum Standards: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Energy Flow in Ecosystems Key Concept Summary
Curriculum Standards: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Energy Flow in Ecosystems Enrich
Evaluate
Energy Flow in Ecosystems Assess Your Understanding
Curriculum Standards: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Energy Flow in Ecosystems Review and Reinforce
Curriculum Standards: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Energy Flow in Ecosystems Lesson Quiz
Curriculum Standards: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Energy Flow in Ecosystems Lesson Quiz
Curriculum Standards: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Lesson 2 Cycles of Matter
Engage and Explore
Canaries and Coal Planet Diary
Curriculum Standards: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Are You Part of a Cycle? Inquiry Warm-Up
Curriculum Standards: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Cycles of Matter After the Inquiry Warm-Up
Curriculum Standards: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Explain and Elaborate
How Are the Carbon and Oxygen Cycles Related? Key Concept Summary
Curriculum Standards: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
How Does Nitrogen Cycle Through Ecosystems? Key Concept Summary
Curriculum Standards: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
What Processes Are Involved in the Water Cycle? Key Concept Summary
Curriculum Standards: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Cycles of Matter Interactivity
Curriculum Standards: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Recycling Matter, Cow Style Apply it!
Curriculum Standards: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
The Water Cycle Interactive Art
Curriculum Standards: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Carbon and Oxygen Blues Quick Lab
Curriculum Standards: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Matter and Energy In a Pond Virtual Lab
Curriculum Standards: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Following Water Quick Lab
Curriculum Standards: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Playing Nitrogen Cycle Roles Quick Lab
Curriculum Standards: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Cycles of Matter Key Concept Summary
Curriculum Standards: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Cycles of Matter Enrich
Evaluate
Cycles of MatterAssess Your Understanding
Curriculum Standards: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Cycles of Matter Review and Reinforce
Curriculum Standards: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Cycles of Matter Lesson Quiz
Curriculum Standards: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Cycles of Matter Lesson Quiz
Curriculum Standards: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Lesson 3 Biomes
Engage and Explore
That's Super Cool! Planet Diary
Curriculum Standards: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
How Much Rain Is That? Inquiry Warm-Up
Curriculum Standards: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Biomes After the Inquiry Warm-Up
Curriculum Standards: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Explain and Elaborate
What Are the Six Major Biomes? Key Concept Summary
Curriculum Standards: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Biome Climates Do the Math!
Curriculum Standards: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Biomes Interactivity
Curriculum Standards: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Inferring Forest Climates Lab
Curriculum Standards: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Biomes Key Concept Summary
Curriculum Standards: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Biomes Enrich
Evaluate
Biomes Assess Your Understanding
Curriculum Standards: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Biomes Review and Reinforce
Curriculum Standards: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Biomes Lesson Quiz
Curriculum Standards: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Biomes Lesson Quiz
Curriculum Standards: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Lesson 4 Aquatic Ecosystems
Engage and Explore
Underwater Alvin
Curriculum Standards: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Where Does It Live? Inquiry Warm-Up
Curriculum Standards: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Aquatic Ecosystems After the Inquiry Warm-Up
Curriculum Standards: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Explain and Elaborate
Deep Zone Discovery Apply It!
Curriculum Standards: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
The Two Major Aquatic Ecosystems Key Concept Summary
Curriculum Standards: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Wetland Restoration Virtual Lab
Curriculum Standards: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Dissolved Oxygen Quick Lab
Curriculum Standards: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Aquatic Ecosystems Key Concept Summary
Curriculum Standards: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Aquatic Ecosystems Enrich
Evaluate
Aquatic Ecosystems Assess Your Understanding
Curriculum Standards: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Aquatic Ecosystems Review and Reinforce
Curriculum Standards: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Aquatic Ecosystems Lesson Quiz
Curriculum Standards: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Aquatic Ecosystems Lesson Quiz
Curriculum Standards: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
My Science Coach & My Reading Web
Read at My Level
Ecosystems Level 1
Abiotic & Biotic Factors in Ecosystems Level 2
Ecosystem, Matter & Energy Level 3
Get More Practice
Energy in Ecosystems
Water Cycle Diagram
What Is the Carbon Cycle?
Biomes and Ecosystems
World Biomes
Estuaries
Chapter Assessment
Chapter Test A
Curriculum Standards: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Chapter Test B
Curriculum Standards: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
What Are the Energy Roles in an Ecosystem? Key Concept Summary
Curriculum Standards: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
How Are the Carbon and Oxygen Cycles Related? Key Concept Summary
Curriculum Standards: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Ocean Food Web Interactive Art
Curriculum Standards: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
I'll Have the Fish
Curriculum Standards: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
How Does Nitrogen Cycle Through Ecosystems? Key Concept Summary
Curriculum Standards: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
How Does Energy Move Through an Ecosystem? Key Concept Summary
Curriculum Standards: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
What Processes Are Involved in the Water Cycle? Key Concept Summary
Curriculum Standards: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Biome Climates Do the Math!
Curriculum Standards: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Chapter Test
Curriculum Standards: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Life Science: Balance Within Ecosystems
Balance Within Ecosystems Opener
Manatee Survival Untamed Science™ Video
Discussion Board Question and Rubric
Lesson 1 Changing Ecosystems
Engage and Explore
Fighting Fire with Fire Planet Diary
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
How Communities Change Inquiry Warm-Up
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Changing Ecosystems After the Inquiry Warm-Up
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Explain and Elaborate
How Do Primary and Secondary Succession Differ?
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Primary and Secondary Succession Interactivity
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Primary or Secondary Quick Lab
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Changing Ecosystems Key Concept Summary
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Changing Ecosystems Enrich
Evaluate
Changing Ecosystems Assess Your Understanding
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Changing Ecosystems Review and Reinforce
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Changing Ecosystems Lesson Quiz
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Changing Ecosystems Lesson Quiz
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Lesson 2 Humans and the Environment
Engage and Explore
Humans and the Environment After the Inquiry Warm-Up
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
How Do You Interact With Your Environment Inquiry Warm-Up
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Explain and Elaborate
Technology and the Environment Quick Lab
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
How Humans Impact Ecosystems Quick Lab
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Consequences of Human Activity Pre-Lab
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Consequence of Human Activity Directed Inquiry
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Consequences of Human Activity Open Inquiry
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Humans and the Environment Key Concept Summary
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Humans and the Environment Enrich
Evaluate
Humans and the Environment Assess Your Understanding
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Humans and the Environment Review and Reinforce
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Humans and the Environment Lesson Quiz
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Lesson 3 Biogeography
Engage and Explore
Australia's Animals
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
How Can You Move a Seed? Inquiry Warm-Up
Curriculum Standards: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
Biogeography After the Inquiry Warm-Up
Curriculum Standards: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
Explain and Elaborate
Seed Dispersal
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
What Factors Affect Species Dispersal?
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Continental Drift
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Relating Continental Drift to Dispersal Quick Lab
Curriculum Standards: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
Biogeography Key Concept Summary
Curriculum Standards: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
Biogeography Enrich
Evaluate
Biogeography Assess Your Understanding
Curriculum Standards: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
Biogeography Review and Reinforce
Curriculum Standards: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
Biogeography Lesson Quiz
Curriculum Standards: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
Biogeography Lesson Quiz
Curriculum Standards: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
Lesson 4 Biodiversity
Engage and Explore
Blog Planet Diary
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
How Much Variety Is There? Inquiry Warm-Up
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Biodiversity After the Inquiry Warm-Up
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Explain and Elaborate
What Is Biodiversity's Value? Key Concept Summary
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
What Factors Affect Biodiversity? Key Concept Summary
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Genetic Diversity and Potato Famine Apply It!
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
How Do Humans Affect Biodiversity? Key Concept Summary
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Modeling Keystone Species Quick Lab
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Grocery Gene Pool Quick Lab
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Humans and Biodiversity Quick Lab
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Biodiversity Key Concept Summary
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Biodiversity Enrich
Evaluate
Biodiversity Assess Your Understanding
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Biodiversity Review and Reinforce
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Biodiversity Lesson Quiz
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Biodiversity Lesson Quiz
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
My Science Coach & My Reading Web
Read at My Level
Groups of Animals Level 1
Members of the Biosphere Level 2
Organization of the Biosphere Level 3
Get More Practice
Value of Biodiversity
Biological Dispersal
Ecological Succession
Colonization of Surtsey Island
Chapter Assessment
Chapter Test A
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Chapter Test B
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Biodiversity Key Concept Summary
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
What Is Biodiversity's Value? Key Concept Summary
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
What Factors Affect Biodiversity? Key Concept Summary
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
What Factors Affect Species Dispersal? Key Concept Summary
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
How Do Primary and Secondary Succession Differ? Key Concept Summary
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Fighting Fire with Fire Planet Diary
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Chapter Test
Curriculum Standards: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Earth Science: Introducing Earth
Introducing Earth Opener
Beyond the Dirt Untamed Science™ Video
Discussion Board Question and Rubric
Lesson 1 The Earth System
Engage and Explore
Blog
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
What Is a System? Inquiry Warm-Up
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
The Earth System After the Inquiry Warm-Up
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
Explain and Elaborate
What Are the Main Parts of the Earth System?
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
Earth's System
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
How Do Constructive and Destructive Forces Change Earth?
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
Parts of Earth's System Quick Lab
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
What Forces Shape Earth? Quick Lab
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
The Earth System Key Concept Summary
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
Modeling Mantle Convection Currents Pre-Lab
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
Modeling Mantle Convection Currents Directed Inquiry
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
Modeling Mantle Convection Currents Open Inquiry
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
The Earth System Enrich
Evaluate
The Earth System Assess Your Understanding
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
The Earth System Review and Reinforce
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
The Earth System Lesson Quiz
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
The Earth System Lesson Quiz
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
Lesson 2 Earth's Interior
Engage and Explore
Inside Earth
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
Earth's Interior Inquiry Warm-Up
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
Earth's Interior After the Inquiry Warm-Up
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
Explain and Elaborate
How Do Geologists Learn about Earth's Interior?
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
What Are the Features of Earth's Crust, Mantle, and Core?
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
Exploring Earth's Layers
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
How Do Scientists Find Out What's Inside Earth? Quick Lab
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
Earth's Layers Virtual Lab
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
Build a Model of Earth Quick Lab
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
Earth's Interior Key Concept Summary
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
Earth's Interior Enrich
Evaluate
Earth's Interior Assess Your Understanding
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
Earth's Interior Review and Reinforce
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
Earth's Interior Lesson Quiz
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
Earth's Interior Lesson Quiz
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
Lesson 3 Convection and The Mantle
Engage and Explore
Lighting Up the Subject
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
Tracing Heat Flow Inquiry Warm-Up
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
Convection and the Mantle After the Inquiry Warm-Up
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
Explain and Elaborate
How Is Heat Transferred?
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
Heat Transfer
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
How Does Convection Occur in Earth's Mantle?
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
Convection in Earth's Mantle
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
How Can Heat Cause Motion in a Liquid? Quick Lab
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
Convection and the Mantle Key Concept Summary
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
Convection and the Mantle Enrich
Evaluate
Convection and the Mantle Assess Your Understanding
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
Convection and the Mantle Review and Reinforce
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
Convection and the Mantle Lesson Quiz
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
Convection and the Mantle Lesson Quiz
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
My Science Coach & My Reading Web
Read at My Level
Forces, Gravity, and Rock Particles Level 1
Forces and Gravity Level 2
Forces, Gravity, and Weathering Level 3
Get More Practice
Earth System
Geologic Wonders of the National Parks
Earth's Structure
How Does Heat Travel?
Mantle Convection
Chapter Assessment
Chapter Test A
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
Chapter Test B
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
Earth Science: Minerals and Rocks
Minerals and Rocks Opener
Climbing Through the Rock Cycle Untamed Science™ Video
Big Question Discussion and Rubric
Lesson 1 Properties of Minerals
Engage and Explore
Underground Cavern Blog
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
How Does the Rate of Cooling Affect Crystals? Inquiry Warm-Up
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
Properties of Minerals After the Inquiry Warm-Up
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
Explain and Elaborate
What Is a Mineral?
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
How Are Minerals Identified?
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
How Do Minerals Form?
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
Crystal Systems Interactivity
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
Classifying Objects as Minerals Quick Lab
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
Identifying Minerals Quick Lab
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
Crystal Hands Quick Lab
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
Properties of Minerals Key Concept Summary
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
Properties of Minerals Enrich
Evaluate
Properties of Minerals Assess Your Understanding
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
Properties of Minerals Review and Reinforce
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
Properties of Minerals Lesson Quiz
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
Properties of Minerals Lesson Quiz
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
Lesson 2 Classifying Rocks
Engage and Explore
The Lonely Giant
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
How Do Rocks Compare? Inquiry Warm-Up
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
Classifying Rocks After the Inquiry Warm-Up
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
Explain and Elaborate
How Do Geologists Classify Rocks? Summary
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
Classify These Rocks Quick Lab
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
Classifying Rocks Key Concept Summary
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
Classifying Rocks Enrich
Evaluate
Classifying Rocks Assess Your Understanding
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
Classifying Rocks Review and Reinforce
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
Classifying Rocks Lesson Quiz
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
Classifying Rocks Lesson Quiz
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
Lesson 3 Igneous Rocks
Engage and Explore
Arctic Diamonds
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
Liquid to Solid Inquiry Warm-Up
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
Igneous Rocks After the Inquiry Warm-Up
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
Explain and Elaborate
How Do Geologists Classify Igneous Rocks?
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
How Are Igneous Rocks Used?
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
Formation of Igneous Rock Interactivity
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
How Do Igneous Rocks Form? Quick Lab
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
The Rocks Around Us Quick Lab
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
Igneous Rocks Key Concept Summary
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
Igneous Rocks Enrich
Evaluate
Igneous Rocks Assess Your Understanding
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
Igneous Rocks Review and Reinforce
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
Igneous Rocks Lesson Quiz
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
Igneous Rocks Lesson Quiz
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
Lesson 4 Sedimentary Rocks
Engage and Explore
The Cutting Edge
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
Acid for Rocks Inquiry Warm-Up
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
Sedimentary Rocks After the Inquiry Warm-Up
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
Explain and Elaborate
How Do Sedimentary Rocks Form?
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
What Are the Three Major Types of Sedimentary Rocks?
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
How Are Sedimentary Rocks Used?
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
What Would You Build With? Real-World Inquiry
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
How Does Pressure Affect Particles of Rock? Quick Lab
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
What Causes Layers? Quick Lab
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
Test Rock Flooring Pre-Lab
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
Test Rock Flooring Directed Inquiry
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
Test Rock Flooring Open Inquiry
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
Sedimentary Rocks Key Concept Summary
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
Sedimentary Rocks Enrich
Evaluate
Sedimentary Rocks Assess Your Understanding
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
Sedimentary Rocks Review and Reinforce
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
Sedimentary Rocks Lesson Quiz
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
Sedimentary Rocks Lesson Quiz
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
Lesson 5 Metamorphic Rocks
Engage and Explore
Rock Dough
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
A Sequined Rock Inquiry Warm-Up
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
Metamorphic Rocks After the Inquiry Warm-Up
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
Explain and Elaborate
What Are Metamorphic Rocks? Summary
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
How Do Grain Patterns Compare? Quick Lab
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
Metamorphic Rocks Key Concept Summary
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
Metamorphic Rocks Enrich
Evaluate
Metamorphic Rocks Assess Your Understanding
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
Metamorphic Rocks Review and Reinforce
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
Metamorphic Rocks Lesson Quiz
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
Metamorphic Rocks Lesson Quiz
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
Lesson 6 The Rock Cycle
Engage and Explore
Rolling Along
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
Recycling Rocks Inquiry Warm-Up
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
The Rock Cycle After the Inquiry Warm-Up
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
Explain and Elaborate
What Is the Rock Cycle?
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
Rock Cycle
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
Which Rock Came First? Quick Lab
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
The Rock Cycle Virtual Lab
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
The Rock Cycle Key Concept Summary
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
The Rock Cycle Enrich
Evaluate
The Rock Cycle Assess Your Understanding
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
The Rock Cycle Review and Reinforce
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
The Rock Cycle Lesson Quiz
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
The Rock Cycle Lesson Quiz
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
My Science Coach & My Reading Web
Read at My Level
Solids, Liquids & Volume Level 1
Matter's Properties Level 2
States of Matter Level 3
Get More Practice
Minerals
Igneous Rocks
Types of Sedimentary Rocks
Metamorphic Rocks
The Rock Cycle
Chapter Assessment
Chapter Test A
Chapter Test B
What Is a Mineral?
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
How Are Minerals Identified?
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
Crystal Systems Interactivity
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
How Do Minerals Form?
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
What Are the Three Major Types of Sedimentary Rocks?
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
How Do Sedimentary Rocks Form?
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
How Do Geologists Classify Rocks? Summary
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
How Are Igneous Rocks Used?
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
What Are Metamorphic Rocks? Summary
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
Rock Cycle
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
How Are Sedimentary Rocks Used?
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
Arctic Diamonds
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
How Do Geologists Classify Igneous Rocks?
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
What Is the Rock Cycle?
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
Formation of Igneous Rock Interactivity
Curriculum Standards: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
Chapter Test
Earth Science: Plate Tectonics
Plate Tectonics Opener
Diving Toward Divergence Untamed Science™ Video
Diving Toward Divergence Untamed Science™ VideoThis video is designed as a lesson introduction. In it, the Untamed ScienceTM crew visits Iceland, where the Mid-Atlantic Ridge rises above the surface of the ocean, allowing them to get a close look at sea-floor spreading.
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.
Discussion Board Question and Rubric
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.
Lesson 1 Drifting Continents
Engage and Explore
A Puzzled Look Planet Diary
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.
How Are Earth's Continents Linked Together? Inquiry Warm-Up
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.
Drifting Continents After the Inquiry Warm-Up
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.
Explain and Elaborate
Wegener's Hypothesis about Continents Summary
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.
Continental Drift Interactivity
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.
Moving the Continents Quick Lab
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.
Drifting Continents Key Concept Summary
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.
Drifting Continents Enrich
Evaluate
Drifting Continents Assess Your Understanding
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.
Drifting Continents Review and Reinforce
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.
Drifting Continents Lesson Quiz
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.
Drifting Continents Lesson Quiz
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.
Lesson 2 Sea-Floor Spreading
Engage and Explore
Sea-Floor Spreading After the Inquiry Warm-Up
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.
Change in Density Inquiry Warm-Up
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.
Explain and Elaborate
Marie Tharp Planet Diary
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.
Sea-Floor Spreading
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.
What Is Sea-Floor Spreading? Key Concept Summary
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.
What Are Mid-Ocean Ridges? Summary
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.
Deep-Ocean Trenches Summary
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.
Mid-Ocean Ridges Quick Lab
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.
Reversing Poles Quick Lab
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.
Modeling Sea-Floor Spreading Pre-Lab
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.
Modeling Sea-Floor Spreading Directed Inquiry
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.
Modeling Sea-Floor Spreading Open Inquiry
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.
Sea-Floor Spreading Key Concept Summary
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.
Sea-Floor Spreading Enrich
Evaluate
Sea-Floor Spreading Assess Your Understanding
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.
Sea-Floor Spreading Review and Reinforce
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.
Sea-Floor Spreading Lesson Quiz
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.
Sea-Floor Spreading Lesson Quiz
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.
Lesson 3 The Theory of Plate Tectonics
Engage and Explore
Slip-Sliding Away
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.
Plate Interactions Inquiry Warm-Up
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.
The Theory of Plate Tectonics After the Inquiry Warm-Up
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.
Explain and Elaborate
The Theory of Plate Tectonics Summary
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.
Predicting Plate Motions
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.
Changing Earth's Crust
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.
Mantle Convection Currents Quick Lab
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.
Rate of Continental Drift Virtual Lab
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.
The Theory of Plate Tectonics Key Concept Summary
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.
The Theory of Plate Tectonics Enrich
Evaluate
The Theory of Plate Tectonics Assess Your Understanding
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.
The Theory of Plate Tectonics Review and Reinforce
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.
The Theory of Plate Tectonics Lesson Quiz
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.
The Theory of Plate Tectonics Lesson Quiz
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.
My Science Coach & My Reading Web
Read at My Level
Earth's Structure Level 1
Look Inside Earth Level 2
Earth's Crust, Mantle & Core Level 3
Get More Practice
Historical Perspective
Alfred Wegener
Dive and Discover: Mid-Ocean Ridges
Developing the Theory
Chapter Assessment
Chapter Test A
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.
Chapter Test B
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.
A Puzzled Look Planet Diary
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.
Continental Drift Interactivity
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.
Drifting Continents Key Concept Summary
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.
Wegener's Hypothesis about Continents Summary
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.
Sea-Floor Spreading Key Concept Summary
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.
What Are Mid-Ocean Ridges? Summary
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.
What Is Sea-Floor Spreading? Key Concept Summary
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.
Predicting Plate Motions
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.
The Theory of Plate Tectonics Key Concept Summary
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.
The Theory of Plate Tectonics Summary
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.
Deep-Ocean Trenches Summary
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.
Changing Earth's Crust
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.
Chapter Test
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.
Earth Science: Earthquakes
Earthquakes Opener
Why Quakes Shake Untamed Science™ Video
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Discussion Board Question and Rubric
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Lesson 1 Forces in Earth's Crust
Engage and Explore
Misconception: Still Growing Planet Diary
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
How Does Stress Affect Earth's Crust? Inquiry Warm-Up
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Forces in Earth's Crust After the Inquiry Warm-Up
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Explain and Elaborate
How Does Stress Change Earth's Crust? Key Concept Summary
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
How Do Faults Form? Key Concept Summary
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
How Does Plate Movement Create New Landforms? Key Concept Summary
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Stresses and Faults Interactivity Art in Motion
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Effects of Stress Quick Lab
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Modeling Faults Quick Lab
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Modeling Stress Quick Lab
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Forces in Earth's Crust Key Concept Summary
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Forces in Earth's Crust Enrich
Evaluate
Forces in Earth's Crust Assess Your Understanding
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Forces in Earth's Crust Review and Reinforce
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Forces in Earth's Crust Lesson Quiz
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Forces in Earth's Crust Lesson Quiz
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Lesson 2 Earthquakes and Seismic Waves
Engage and Explore
Disaster: Witness to Disaster Planet Diary
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
How Do Seismic Waves Travel Through Earth? Inquiry Warm-Up
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Earthquakes and Seismic Waves After the Inquiry Warm-Up
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Explain and Elaborate
What Are Seismic Waves? Key Concept Summary
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Seismic Waves
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
How Are Earthquakes Measured? Key Concept Summary
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
How Is an Epicenter Located? Key Concept Summary
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Earthquake Engineering
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Finding the Epicenter Pre-Lab
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Finding the Epicenter Directed Inquiry
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Finding the Epicenter Open Inquiry
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Properties of Seismic Waves Quick Lab
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Measuring Earthquakes Quick Lab
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Locating an Earthquake Virtual Lab
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Earthquakes and Seismic Waves Key Concept Summary
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Earthquakes and Seismic Waves Enrich
Evaluate
Earthquakes and Seismic Waves Assess Your Understanding
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Earthquakes and Seismic Waves Review and Reinforce
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Earthquakes and Seismic Waves Lesson Quiz
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Earthquakes and Seismic Waves Lesson Quiz
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Lesson 3 Monitoring Earthquakes
Engage and Explore
Fun Fact: Whole Lot of Shaking Going On Planet Diary
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
How Can Seismic Waves Be Detected? Inquiry Warm-Up
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Monitoring Earthquakes After the Inquiry Warm-Up
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Explain and Elaborate
How Do Seismographs Work? Key Concept Summary
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
What Patterns Do Seismographic Data Reveal? Summary
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Placing a Bay Area Stadium
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Design a Seismograph Quick Lab
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Earthquake Patterns Quick Lab
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Monitoring Earthquakes Key Concept Summary
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Monitoring Earthquakes Enrich
Evaluate
Monitoring Earthquakes Assess Your Understanding
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Monitoring Earthquakes Review and Reinforce
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Monitoring Earthquakes Lesson Quiz
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Monitoring Earthquakes Lesson Quiz
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
My Science Coach & My Reading Web
Read at My Level
Force, Mass & Volume Level 1
Force & Matter Level 2
Motion & Matter Level 3
Get More Practice
Folding and Faulting
Seismic Waves
Chapter Assessment
Chapter Test A
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Chapter Test B
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Stresses and Faults Interactivity Art in Motion
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Forces in Earth's Crust Key Concept Summary
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
How Does Stress Change Earth's Crust? Key Concept Summary
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Earthquakes and Seismic Waves Key Concept Summary
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Placing a Bay Area Stadium
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Seismic Waves
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
What Are Seismic Waves? Key Concept Summary
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
How Are Earthquakes Measured? Key Concept Summary
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
How Do Seismographs Work? Key Concept Summary
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Monitoring Earthquakes Key Concept Summary
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
What Patterns Do Seismographic Data Reveal? Summary
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Changing Earth's Crust
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.
Predicting Plate Motions
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.
The Theory of Plate Tectonics Key Concept Summary
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.
How Is an Epicenter Located? Key Concept Summary
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Chapter Test
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Earth Science: Volcanoes
Volcanoes Opener
Why Some Volcanoes Explode Untamed Science™ Video
Why Some Volcanoes Explode Untamed Science™ VideoIn this video, the team from Untamed Science™ tries to figure out why different volcanoes erupt in different ways.
Discussion Board Question and Rubric
Lesson 1 Volcanoes and Plate Tectonics
Engage and Explore
Mountain of Fire, Moutain of Ice Planet Diary
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Volcanoes and Plate Tectonics After the Inquiry Warm-Up
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Moving Volcanoes Inquiry Warm-Up
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Explain and Elaborate
Where Are Volcanoes Found on Earth's Surface? Summary
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Volcanic Boundaries and Hot Spots Interactivity
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Volcanoes and Plate Tectonics Key Concept Summary
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Volcanoes and Plate Tectonics Enrich
Where Are Volcanoes Found on Earth? Quick Lab
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Evaluate
Volcanoes and Plate Tectonics Assess Your Understanding
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Volcanoes and Plate Tectonics Review and Reinforce
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Volcanoes and Plate Tectonics Lesson Quiz
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Volcanoes and Plate Tectonics Lesson Quiz
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Lesson 2 Volcanic Eruptions
Engage and Explore
Hotheaded! Planet Diary
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
How Fast Do Liquids Flow? Inquiry Warm-Up
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Volcanic Eruptions After the Inquiry Warm-Up
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Explain and Elaborate
What Happens When a Volcano Erupts? Key Concept Summary
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Composite Volcano Interactive Art
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
What Are the Stages of Volcanic Activity? Key Concept Summary
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Monitoring a Volcano
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Volcanic Eruptions Key Concept Summary
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Volcanic Eruptions Enrich
Volcanic Stages Quick Lab
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Gelatin Volcanoes Pre-Lab
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Gelatin Volcanoes Directed Inquiry
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Gelatin Volcanoes Open Inquiry
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Monitoring a Volcano Virtual Lab
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Evaluate
Volcanic Eruptions Assess Your Understanding
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Volcanic Eruptions Review and Reinforce
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Volcanic Eruptions Lesson Quiz
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Volcanic Eruptions Lesson Quiz
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Lesson 3 Volcanic Landforms
Engage and Explore
Blog My Planet Diary
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Volcanic Landforms After the Inquiry Warm-Up
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
How Do Volcanoes Change Land? Inquiry Warm-Up
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Explain and Elaborate
What Landforms Do Lava and Ash Create? Key Concept Summary
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
What Landforms Does Magma Create? Key Concept Summary
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Volcanoes and Volcanic Land Forms Interactivity
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Volcanic Landforms Key Concept Summary
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Volcanic Landforms Enrich
Identifying Volcanic Landforms Quick Lab
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
How Can Volcanic Activity Change Earth’s Surface? Quick Lab
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Evaluate
Volcanic Landforms Assess Your Understanding
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Volcanic Landforms Review and Reinforce
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Volcanic Landforms Lesson Quiz
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Volcanic Landforms Lesson Quiz
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
My Science Coach & My Reading Web
Read at My Level
The Shaping of the Continents Level 1
The Movement of Earth's Plates Level 2
Earth's Plates Level 3
Get More Practice
Forces of Nature
Dynamics of Eruption
Types of Volcanoes
Igneous Features
Chapter Assessment
Chapter Test A
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Chapter Test B
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Where Are Volcanoes Found on Earth's Surface? Summary
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Volcanoes and Plate Tectonics Key Concept Summary
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Volcanic Eruptions Key Concept Summary
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
What Happens When a Volcano Erupts? Key Concept Summary
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
What Are the Stages of Volcanic Activity? Key Concept Summary
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Composite Volcano Interactive Art
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Volcanoes and Volcanic Land Forms Interactivity
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
What Landforms Do Lava and Ash Create? Key Concept Summary
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.
Volcanic Landforms Key Concept Summary
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
What Landforms Does Magma Create? Key Concept Summary
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Volcanic Boundaries and Hot Spots Interactivity
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Chapter Test
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Earth Science: Weathering and Soil
Weathering and Soil Opener
Tafoni, No Bologna Untamed Science™ Video
Big Question Discussion and Rubric
Lesson 1 Rocks and Weathering
Engage and Explore
Wearing Away Mars
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
How Fast Can It Fizz? Inquiry Warm-Up
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
Rocks and Weathering After the Inquiry Warm-Up
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
Explain and Elaborate
What Breaks Down Rocks?
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
What Causes Weathering?
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
How Fast Does Weathering Occur?
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
Mechanical and Chemical Weathering Interactivity
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
Classify the Force of Weathering Interactivity
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
Freezing and Thawing Quick Lab
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
Rusting Away Quick Lab
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
It's All on the Surface Quick Lab
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
Rocks and Weathering Key Concept Summary
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
Rocks and Weathering Enrich
Dating Using Weathering Rates Virtual Lab
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
Evaluate
Rocks and Weathering Assess Your Understanding
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
Rocks and Weathering Review and Reinforce
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
Rocks and Weathering Lesson Quiz
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
Rocks and Weathering Lesson Quiz
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
Lesson 2 How Soil Forms
Engage and Explore
Life Beneath Your Feet
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
What Is Soil? Inquiry Warm-Up
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
How Soil Forms After the Inquiry Warm-Up
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
Explain and Elaborate
What Is Soil?
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
How Do Living Things Affect Soil?
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
Soil Layers
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
Investigating Soils and Drainage Pre-Lab
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
Investigating Soils and Drainage Directed Inquiry
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
Investigating Soils and Drainage Open Inquiry
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
The Contents of Soil Quick Lab
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
How Soil Forms Key Concept Summary
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
How Soil Forms Enrich
Evaluate
How Soil Forms Assess Your Understanding
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
How Soil Forms Review and Reinforce
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
How Soil Forms Lesson Quiz
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
How Soil Forms Lesson Quiz
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
Lesson 3 Soil Conservation
Engage and Explore
The Dust Bowl
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
How Can You Keep Soil From Washing Away? Inquiry Warm-Up
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
Soil Conservation After the Inquiry Warm-Up
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
Explain and Elaborate
How Can Soil Lose Its Value?
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
How Can Soil Be Conserved?
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
Being Smart About Soil
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
Using It Up Quick Lab
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
Soil Conservation Quick Lab
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
Soil Conservation Key Concept Summary
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
Soil Conservation Enrich
Evaluate
Soil Conservation Assess Your Understanding
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
Soil Conservation Review and Reinforce
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
Soil Conservation Lesson Quiz
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
Soil Conservation Lesson Quiz
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
My Science Coach & My Reading Web
Read at My Level
Physical & Chemical Changes Level 1
Characteristics of Minerals & Changes Level 2
Minerals and Physical & Chemical Changes Level 3
Get More Practice
What Is Soil?
Down and Dirty
A Culture of Conservation
Chapter Assessment
Chapter Test A
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
Chapter Test B
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
What Causes Weathering?
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
Rocks and Weathering Key Concept Summary
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
How Do Living Things Affect Soil?
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
Soil Layers
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
How Soil Forms Review and Reinforce
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
How Soil Forms Key Concept Summary
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
What Processes Wear Down and Build Up Earth's Surface?
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
How Can Soil Be Conserved?
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
Mechanical and Chemical Weathering Interactivity
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
Being Smart About Soil
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
Soil Conservation Key Concept Summary
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
Chapter Test
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
Earth Science: Erosion and Deposition
Erosion and Deposition Opener
Carving a Canyon Untamed Science™ Video
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
Big Question Discussion and Rubric
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
Lesson 1 Mass Movement
Engage and Explore
Mudflow Hits Town
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
Gravity and Materials on a Slope Inquiry Warm-Up
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
Mass Movement After the Inquiry Warm-Up
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
Explain and Elaborate
What Are the Different Types of Mass Movement?
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
Weathering and Erosion Quick Lab
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
Sand Hills Pre-Lab
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
Sand Hills Directed Inquiry
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
Sand Hills Open Inquiry
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
Material Slope Angle Virtual Lab
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
What Processes Wear Down and Build Up Earth's Surface?
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
Mass Movement Enrich
Mass Movement Key Concept Summary
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
Evaluate
Mass Movement Assess Your Understanding
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
Mass Movement Review and Reinforce
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
Mass Movement Lesson Quiz
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
Mass Movement Lesson Quiz
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
Lesson 2 Water Erosion
Engage and Explore
The Great Blue Hole
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
How Does Water Wear Away Rocks? Inquiry Warm-Up
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
Water Erosion After the Inquiry Warm-Up
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
Explain and Elaborate
Moving Water and Erosion Summary
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
Land Features Formed by Erosion Summary
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
Why Live Where It Floods?
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
Raindrops Falling Quick Lab
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
Erosion Cube Quick Lab
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
Water Erosion Key Concept Summary
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
Water Erosion Enrich
Evaluate
Water Erosion Assess Your Understanding
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
Water Erosion Review and Reinforce
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
Water Erosion Lesson Quiz
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
Water Erosion Lesson Quiz
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
Lesson 3 Glacial Erosion
Engage and Explore
Why Are Glaciers Blue?
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
How Do Glaciers Change the Land? Inquiry Warm-Up
Curriculum Standards: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.